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¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2018: baselines and conditions change

Subclaims¶

q2 i? Even after taking student socioeconomic factors into account, predominantly Hispanic schools at all levels had lower average standardized test scores than predominantly White schools, with larger deficits in schools serving large numbers of African American and Hispanic students. → Voight 2013

Evidence¶

Voight 2013¶

Voight, A. (2013). The Racial School-Climate Gap. A report from the Region IX Equity Assistance Center at WestEd. San Francisco: WestEd. https://eric.ed.gov/?id=ED580366

q2 · i? · associational · r2

School-level analysis of 2004–06 Cal-SCHLS and testing data. After socioeconomic adjustment, "49 percent of ninth graders in predominantly White schools were predicted to score at proficient levels in English language arts" versus 37 percent in schools serving large numbers of African American and Hispanic students.

"after taking socioeconomic factors into account, 49 percent of ninth graders in predominantly White schools were predicted to score at proficient levels in English language arts compared to only 37 percent of ninth graders in schools serving large numbers of African American and Hispanic students."

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 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
• 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
• Race is more strongly associated with preschool chronic absenteeism than neighborhood poverty; African American students are about twice as likely to be chronically absent — related
• African-American students' disproportionate retention was largely explained by lower prior test scores — 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
• Large racial and socioeconomic achievement disparities persisted in an affluent high-performing district — related
• Schools serving large numbers of students of color and students from low-income families have significantly fewer resources than schools serving more affluent White students — related
• The authors interpret stereotype threat as a partial explanation for the standardized-test achievement gap between low- and high-SES students — related