School Factors and Their Impact on the Black-White Achievement Gap in Eastern North Carolina

Résumé du livre

Since desegregation in the 1960s and 1970s, a gap in the test scores between ethnic groups has been identified, though it has probably been present for much longer. The gap between the test scores of Blacks and Whites is often termed the Black-White achievement gap. The present study used publicly available test score data, from the North Carolina Department of Public Instruction Report Cards of End-of-Grade tests, to investigate the presence of the Black-White achievement gap in Eastern North Carolina. The study also investigated the impact school factors (e.g., school size, average class size, minority composition, and AYP classification) may have on the magnitude of the Black-White achievement gap. Data from 141 elementary schools, in 23 different counties, in Eastern North Carolina were included in this study. White students (M = .78, SD = .10) performed significantly better than Black students (M = .53, SD = .12) on the R/LA EOG, t(266) = 24.26, p