Ferguson, Ronald F.
What We've Learned About Stalled Progress in Closing the Black-White Achievement Gap
Examines a number of phenomena that might plausibly fit the cited criteria for contributing to the narrowing or expansion of the Black-White test score gap.
Journal Name or Institutional Affiliation:
Russel Sage Foundation
Steady Gains and Stalled Progress, Chapter 4, pp. 32-343
- In order to contribute to the narrowing or expansion of the Black-White test score gap then a phenomena must;
- 1) be something that actually affects achievement, as measured by test scores,
- 2) be something that can differ for Blacks and Whites with regard to either level or impact, and
- 3) be something that has changed over time for at least one of the groups.
- The following are supported as ways in which achievement levels can be raised:
- 1) augment family resources in ways that strengthen capacities for successful parenting
- 2) avoid isolating children of any racial group in schools that serve only others like themselves
- 3) avoid or offset huge income inequities
- 4) provide children with competent and caring teachers to are willing to work hard
- 5) help young people cope with social forces that might distort their judgment and support young people's efforts to cooperate and behave in ways that enable themselves and others to learn
- 6) strengthen early learning environments to equip children with social, emotional, cognitive, and noncognitive skills that support kindergarten readiness
- 7) connect children with adults and other youth who will care for them as part of an extended, nurturing community
Chapter in Book
Academic Achievement, Achievement Gap, African American
Method of Analysis:
Unit of Analysis:
- Author uses prior case studies to draw theoretical conclusions.