Origin of the Achievement Gap: Evidence from a League Table Analysis of 23 Interventions

Autor/in	Yeh, Stuart S.
Titel	Origin of the Achievement Gap: Evidence from a League Table Analysis of 23 Interventions
Quelle	In: Journal of Education Finance, 45 (2019) 1, S.23-41 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-9495
Schlagwörter	Achievement Gap; Racial Differences; Etiology; Grading; Testing; Ability Grouping; Elementary Secondary Education; Minority Group Students; Educational Quality; Teacher Effectiveness; Longitudinal Studies; Value Added Models; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Rassenunterschied; Ätiologie; Notengebung; Schulnote; Testdurchführung; Testen; Homogene Gruppierung; Niveaugruppierung; Streaming; Quality of education; Bildungsqualität; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	The conventional view is that the origin of the black-white student achievement gap can be traced to sociocultural and socioeconomic factors, plus variation in parental style and parental investment, and is maintained and perpetuated by variation in school and teacher quality. This article rejects the conventional view, drawing upon the results of a league-table evaluation of the cost-efficiency of 23 interventions to raise student achievement. While sociocultural and socioeconomic factors plus variation in parental style and parental investment contribute to initial disparities in performance, the results support the hypothesis that these disparities are maintained, perpetuated, and exacerbated by demoralizing grading, testing, and grouping practices throughout the K-12 years. The pattern of results is not consistent with any other explanation for the achievement gap. (As Provided).
Anmerkungen	University of Illinois Press. 1325 South Oak Street, Champaign, IL 61820-6903. Tel: 217-244-0626; Fax: 217-244-8082; e-mail: journals@uillinois.edu; Web site: http://www.press.uillinois.edu/journals.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01