Large racial and socioeconomic achievement disparities persisted in an affluent high-performing district¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2022: baselines and conditions change

Subclaims¶

q2 i? On the mathematics CST, African American (35%) and Latino (45%) proficiency rates were far below White (72%) and Asian (82%) rates despite a high district average. → Noguera 2017

Evidence¶

Noguera 2017¶

Noguera, P. (2017). Taking deeper learning to scale. Palo Alto, CA: Learning Policy Institute. https://learningpolicyinstitute.org/product/deeper-learning-to-scale

q2 · i? · qualitative · r2

Analysis of 2013 California State Test results in OUSD, a district where nearly all schools exceeded the API target of 800. The report prints mathematics proficiency rates showing African Americans at 35% and Latinos at 45% versus Whites at 72% and Asians at 82%, with similar ELA disparities by socioeconomic disadvantage.

"Whereas the district average proficiency is 62%, the proficiency rates for African Americans (35%) and Latinos (45%) are far below those of their White (72%) and Asian (82%) peers."

Discussion¶

Learner Variables¶

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

Related Claims¶

• A district equity study found a lack of clear and consistent focus on delivering high-quality instructional support to all 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
• 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 — a broader claim this one bears on
• 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 — a broader claim this one bears on
• Racial achievement gaps in Chicago increased in all three eras, with African American students falling behind all other groups, especially in Era 3 — related
• 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
• 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
• Computing participation and achievement disparities persisted in the district despite development of an inclusive CT pathway. — a narrower finding that bears on this claim