Patterns and trends in racial/ethnic and socioeconomic academic achievement gaps

Sean F. Reardon, Joseph P. Robinson-Cimpian, Ericka S. Weathers

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

INTRODUCTION Racial, ethnic, and socioeconomic disparities in academic achievement remain a stubborn feature of U.S. schooling. National studies consistently show that the average Hispanic student and non-Hispanic black student scores well below the average nonHispanic white student on standardized tests of mathand reading skills. Likewise, the average student from a low-income family scores much lower on such tests than students from higher-income families. Considerable attention has been focused on achievement gaps, particularly the black-white achievement gap. Scholars and educators have suggested a number of possible explanations for the gaps, and policymakers, principals, and teachers have tried a range of remedies. As this chapter documents, however, the gaps persist despite these efforts. Moreover, our understanding of the causes and patterns of these achievement gaps is far from complete.

Original languageEnglish (US)
Title of host publicationHandbook of Research in Education Finance and Policy, Second Edition
PublisherTaylor and Francis
Pages491-509
Number of pages19
ISBN (Electronic)9781135041069
ISBN (Print)9780415838016
DOIs
StatePublished - Jan 1 2014

ASJC Scopus subject areas

  • Social Sciences(all)

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  • Cite this

    Reardon, S. F., Robinson-Cimpian, J. P., & Weathers, E. S. (2014). Patterns and trends in racial/ethnic and socioeconomic academic achievement gaps. In Handbook of Research in Education Finance and Policy, Second Edition (pp. 491-509). Taylor and Francis. https://doi.org/10.4324/9780203788684