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¶

Claim · All claims
Evidence · 1 study (3 entries) · associational r2 · q2
Currency · newest study 2000 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In both reading and math, Asian and white students score consistently higher than Latino and African-American students, with Asian and white students tending to be above national average grade level and Latino and African-American students below. → John Q. Easton 2000 q2 i? Asian students score significantly higher in math than white students, while white and Asian trends are similar in reading. → John Q. Easton 2000 (2) q2 i? African-American and Latino students' scores made slightly smaller improvements than white and Asian students from 1992 to 1999, though their improvements accelerated in recent years, especially for twelve to fourteen year olds. → John Q. Easton 2000 (3)

Evidence¶

John Q. Easton 2000¶

John Q. Easton, Todd Rosenkranz, Anthony S. Bryk, Brian A. Jacob, Stuart Luppescu, Melissa Roderick. (2000). Annual CPS Test Trend Review, 1999. Consortium on Chicago School Research. https://eric.ed.gov/?q=Annual+CPS+Test+Trend+Review+1999

q2 · i? · associational · r2

Descriptive disaggregation of mean ITBS grade equivalents by race/ethnicity and age, 1992-1999 (Part 2, Figure 3, Tables C and D). The brief reports "Asian and white students score consistently higher than Latino and African-American students." No effect size is printed.

"In both reading and math, Asian and white students score consistently higher than Latino and African-American students. Asian and white students tend to be above the national average grade level; Latino and African-American students tend to be below grade level."

John Q. Easton 2000 (2)¶

John Q. Easton, Todd Rosenkranz, Anthony S. Bryk, Brian A. Jacob, Stuart Luppescu, Melissa Roderick. (2000). Annual CPS Test Trend Review, 1999. Consortium on Chicago School Research. https://eric.ed.gov/?q=Annual+CPS+Test+Trend+Review+1999

q2 · i? · associational · r2

Descriptive comparison of racial/ethnic trends in Figure 3 (Part 2). The brief states "Asian students score significantly higher in math than white students"; no test statistic or effect size is printed.

"The trends of white and Asian students are similar to each other in reading and math, but Asian students score significantly higher in math than white students."

John Q. Easton 2000 (3)¶

John Q. Easton, Todd Rosenkranz, Anthony S. Bryk, Brian A. Jacob, Stuart Luppescu, Melissa Roderick. (2000). Annual CPS Test Trend Review, 1999. Consortium on Chicago School Research. https://eric.ed.gov/?q=Annual+CPS+Test+Trend+Review+1999

q2 · i? · associational · r2

Descriptive trend comparison by race/ethnicity, 1992-1999 (Part 2). The brief reports "slightly smaller improvements" for African-American and Latino students with recent acceleration, especially among twelve to fourteen year olds. No effect size is printed.

"In general, African-American and Latino students' scores made slightly smaller improvements than white and Asian students in the period 1992 to 1999, though in more recent years, the improvements for these students have accelerated, especially for the twelve to fourteen year old students."

Discussion¶

Learner Variables¶

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

Related Claims¶

• 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 — related
• Racial achievement gaps in Chicago increased in all three eras, with African American students falling behind all other groups, especially in Era 3 — related
• No evidence that the racial/ethnic achievement gap in CPS elementary scores narrowed or widened from 1992 to 2000 — related
• When compared within racial/ethnic groups, large CPS-versus-rest-of-state gaps disappear, and some CPS groups outperform their counterparts — related
• Among students with the same high grades, ACT scores differ substantially by race/ethnicity, a pattern the report flags as possible racial bias — related
• Achievement declines from 2019 to 2022 were smaller for Asian American and White first and second graders than for Hispanic, Black, and AIAN students — related
• Validity evidence for the IRLA is disaggregated across grade, program, and race/ethnicity — related
• Poor White students consistently outperformed poor Black and poor Hispanic students in achievement, with gaps widening around ages 7-8 — related
• Controlling for school poverty greatly reduces but does not eliminate racial/ethnic gaps at kindergarten entry — related
• Senior-year advanced coursework is unevenly distributed by race/ethnicity among CPS graduates — related
• Disaggregating by race and income can show aggregate subgroup gaps largely reflect differing subgroup compositions (hypothetical example) — related
• AI/AN students have comparatively low access to well-prepared teachers: 27 percent were taught mathematics by teachers with a mathematics degree, significantly lower than any comparison group — related
• Racial achievement gaps persist among California middle and high school students, with Asian and White students reporting higher academic achievement than African American, American Indian, and Hispanic students — related
• Predominantly Hispanic and schools serving large numbers of African American and Hispanic students have lower standardized test scores than predominantly White schools even after adjusting for socioeconomic factors — related
• Large racial and socioeconomic achievement disparities persisted in an affluent high-performing district — a narrower finding that bears on this claim
• Teacher-perpetuated racial or ethnic discrimination in math classrooms is associated with worse engagement, grades, and test scores for all students — related
• Among all students, Black, Latino, and low-SES students take Algebra I or higher in eighth grade and advanced math in high school at lower rates than White, Asian, and higher-SES peers — related
• Even among high-achieving students in schools offering advanced math, Black, Latino, and low-SES students took AP/IB calculus at far lower rates than Asian, White, and high-SES peers — related
• High-achieving Black and Latino and low-income students who pass Algebra I in eighth grade still take advanced high school math at lower rates than their peers — related
• Adjusting for low-income student share narrows but does not eliminate demographic performance gaps in the PEP framework — related
• NAEP scores in 2019 were higher for most racial/ethnic groups in both subjects and grades compared to the early 1990s, but grade 8 reading was lower for all groups except Asian/Pacific Islander students compared to 2017 — related
• Only the White–Black gap at grade 4 narrowed; gains for minority students did not consistently close racial/ethnic or gender achievement gaps — related
• Young white students progress more slowly in math and reading than Asian, black, and Hispanic students, with differences attenuating at older ages — related
• CREDO's new race/ethnicity approach estimates full annual growth per group without benchmarking against any race/ethnicity — related
• North Carolina achievement has declined since 2013 and the Black-White NAEP gap widened between 2015 and 2017 in both eighth grade mathematics and reading — related
• At-risk identification is demographically patterned, with Black, Hispanic, and male students more likely to be identified — related
• Chicago White students score as well as or better than rest-of-state White peers in reading, and about the same in math — related
• African-American students' disproportionate retention was largely explained by lower prior test scores — related