The Achievement Gap Fails to Close: Half Century of Testing Shows Persistent Divide between Haves and Have-Nots

Autor/inn/en	Hanushek, Eric A.; Peterson, Paul E.; Talpey, Laura M.; Woessmann, Ludger
Titel	The Achievement Gap Fails to Close: Half Century of Testing Shows Persistent Divide between Haves and Have-Nots
Quelle	In: Education Next, 19 (2019) 3, S.8-17 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-9664
Schlagwörter	Achievement Gap; Failure; Advantaged; Academic Achievement; Socioeconomic Background; Low Income Students; Performance Based Assessment; Mathematics Achievement; Reading Achievement; Science Achievement; Data Collection; National Competency Tests; Achievement Tests; Elementary Secondary Education; Foreign Countries; Science Tests; International Assessment; Mathematics Tests; Secondary School Students; Race; Late Adolescents; Early Adolescents; Educational Trends; Thinking Skills; Disadvantaged Youth; National Assessment of Educational Progress; Trends in International Mathematics and Science Study; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Schulleistung; Sozioökonomische Lage; Leistungsermittlung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Data capture; Datensammlung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Rasse; Abstammung; Halbstarker; Bildungsentwicklung; Denkfähigkeit; Benachteiligter Jugendlicher
Abstract	Income inequality has soared in the United States over the past half century. Has educational inequality increased alongside, in lockstep? Despite the topic's importance, surprisingly little scholarship has focused on long-term changes in the size of the achievement gap between students from higher and lower socioeconomic backgrounds. The authors' new research, presented here, attempts to fill this void, using data from four national assessments of student performance administered to representative samples of U.S. students over nearly five decades. Contrary to recent perceptions, they find the opportunity gap--that is, the relationship between socioeconomic status and achievement--has not grown over the past 50 years. But neither has it closed. Instead, the gap between the haves and have-nots has persisted. (ERIC).
Anmerkungen	Hoover Institution. Stanford University, Stanford, CA 94305-6010. Tel: 800-935-2882; Fax: 650-723-8626; e-mail: educationnext@hoover.stanford.edu; Web site: http://educationnext.org/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01