Carpenter II, Dick, Ramirez, Al, & Severn, Laura
Gap or Gaps- Challenging the Singular Definition of the Achievement Gap
University of Colorado
Examine within-group differences and compares those across Latino, African American, and White populations.
Journal Name or Institutional Affiliation:
Education and Urban Society
Vol. 39, No. 1, pp. 113-127
- Results question the singular definition of achievement gap which may mean current policies miss the mark in raising achievement levels between and within groups.
- Results indicate not one but multiple achievement gaps, within and between groups.
- Increases in SES, time spent on homework, and parental involvement results in higher math achievement. Moreover, the AA and White models share homework as significant predictor, and Hispanic and White models share units in algebra I. The color of one's skin does not change the importance of certain variables in academic achievement.
- There are multiple achievement gaps, and gaps between races may not be the most serious of them.
- With a singular definition of achievement gap, it could be that current policies miss the mark in attempting to influence the most significant variables in raising achievement levels between and, perhaps even more important, within groups.
Journal Article Empirical Research
Achievement Gap, Math, SES
Secondary Survey Data
Method of Analysis:
12th grade students
Unit of Analysis:
- Uses data from the National Education Longitudinal Study (NELS:88).
- Sample includes 15,618 12th graders witch equals to a weighted sample size of 3,156,664. 2,170 Hispanic students, 1,660 Black students, and 11,788 White students.
- DV: Math achievement (result in math test)
- IV: SES, number of students in the class, % minority, and number of Algebra I credits, language other than English, time spent in homework, number of undergraduate and graduate courses taken in the subject you teach most frequently, family composition, public/private, urbanicity, parents level of involvement