The CPS test score gap between African-American students and other ethnic groups widened over the decade because Asian, white, and Latino scores improved at faster rates¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2002 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Although African-American students' average scores improved, the gap between them and other ethnic groups widened over ten years, and by 2001 Latino students averaged two to three months higher in reading and three to four months higher in math than African-American students. → Todd Rosenkranz 2002

Evidence¶

Todd Rosenkranz 2002¶

Todd Rosenkranz. (2002). 2001 CPS Test Trend Review: Iowa Tests of Basic Skills. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/2001-cps-trend-review-iowa-tests-basic-skills

q2 · i? · associational · r2

Disaggregated trend analysis of mean ITBS scores by race/ethnicity, 1990-2001, reported in the race/ethnicity section and Figures 3 and Tables C-D. At the decade's start, Latino and African-American reading scores were quite similar.

"The test score gap between African-American stu- dents and students of other ethnic groups in CPS has widened over the last 10 years. Although the average scores for African Americans has improved, the average scores for Asian, white, and Latino stu- dents have improved at a faster rate."

Discussion¶

Learner Variables¶

• Race and Ethnicity — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause

Related Claims¶

• Racial achievement gaps in Chicago increased in all three eras, with African American students falling behind all other groups, especially in Era 3 — related
• Graduation rates improved for all racial, ethnic, and economic groups, but racial and ethnic gaps increased while gender, poverty, and disability gaps declined — related
• No evidence that the racial/ethnic achievement gap in CPS elementary scores narrowed or widened from 1992 to 2000 — reports the opposite
• African-American students' disproportionate retention was largely explained by lower prior test scores — related
• Asian and white CPS students score consistently higher than Latino and African-American students in reading and math, and Asian students score significantly higher in math than white students — related
• Achievement disparities by student race/ethnicity widened substantively during the pandemic — related
• Asian students generally pull ahead of White students at a faster rate during summers than during school periods — related
• Senior-year advanced coursework is unevenly distributed by race/ethnicity among CPS graduates — related
• Large racial and socioeconomic achievement disparities persisted in an affluent high-performing district — related