The International Observatory on Academic Achievement - Documentary search

File number :
CS-APE-21e

Bibliographic reference :
Lee, J. (1998). State Policy Correlates of the Achievement Gap Among Racial and Social Groups. Studies in Educational Evaluation, 24(2), 137-152.

Abstract :

Study Context
Educational reforms are the subject of major contradiction. Their purpose is to ensure that all students have access to a set of core curricula, but at the same time, they must provide each student and school with different, personalized resources.

Based on this observation, the author drew up a typology of the learning gap among students by taking into account two variables: social or racial group on the one hand, and within-school and between-school learning gaps on the other hand. The correlation of these variables can be defined in terms of four learning gap analysis dimensions: within-school racial gap, within-school social gap, between-school racial gap and between-school social gap.

The author analyzed the degree of “activism” (degree of mobilization) of 50 American states in adopting educational policies. Then, he compared results to see to what extent the mathematics learning gap between social and racial groups was affected by the degree of involvement of states in implementing these policies.

Methodology
The mathematics achievement scores of the 1992 NAEP Trial State Assessment were used for quantitative analysis. The sample included 56,596 fourth-grade students from 4266 elementary schools and 70,741 eighth-grade students from 3601 high schools in 40 American states. The degree of mobilization of states was measured by the involvement of 50 states in implementing 26 policies in 1984-85.

Social and Racial Groups and the Learning Gap
Mathematics scores showed significant learning gaps between social and racial groups as much within schools as between schools. Underprivileged students (social as well as racial groups) were at a greater disadvantage in their learning environment.

Relationship Between State Policies and Achievement
The states initially with the lowest performance levels in mathematics achievement were the most active in adopting standards-raising reform policies. State activism had an effect on racial gap within and between schools, which translated into a narrower mathematics achievement gap but little (within schools) or no (between schools) effect on social gaps. It is hard for states to maintain a high achievement rate while promoting a fair distribution of achievement among the various social groups.

Links :
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Key Words :
School Reforms, Achievement Gap, Ethnicity, Social Group, Social Class, Racial Group, NAEP Trial State Assessment, Primary, Elementary, Secondary/High School

Monitored Countries :
United States