According to a recent study conducted by Bohrnstedt, G., Kitmitto, S., Ogut, B., Sherman, D., and Chan, D. published by the National Center for Education Statistics, there is a significant positive correlation between school composition and black-white achievement gap.
Using data from the National Assessment of Educational Progress (NAEP) 2011 Mathematics Grade 8 Assessment and the Common Core for 2010–11, the study found that while the achievement gap between white and black students remains significant overall with white students performing higher, the “achievement for both Black and White students was lower in the highest Black student density schools than in the lowest density schools. For Black students overall, and Black males in particular, achievement was still lower in the highest density schools than in the lowest density schools.”
Policy makers and educational practitioners should use the results of this study to inform both allocation of resources, and instructional practices in this environment of increasing resegregation of public schools.
NAEP is the largest nationally representative and continuing assessment of what America’s students know and can do in various subject areas.
The 2015 average scores for the National Assessment of Educational Progress (NAEP)’s Mathematics assessments are significantly lower than the 2013 scores in grades 4 and 8. The 2015 Reading assessments average scores in grade 8 are also lower than those from 2013 while the grade 4 reading scores are not different in both years. These scores indicate that spending too much time on testing in schools did not improve student achievement.
After 34 days of a hunger strike protesting the closing of Dyett High School by some residents of the school’s community, the strikers claimed what they call a partial victory as they ended their strike due to the physical body’s limitations according to Juan Perez Jr. of Chicago Tribune.
Chicago Public Schools agreed to reopen the former Dyett High School on the city’s Southeast Side next Fall as a neighborhood arts focused school instead of a high school focused on green technology demanded by the strikers.
“Your body starts to deteriorate,” Jeanette Taylor-Ramann, a member of the Kenwood-Oakland Community Organization and one of the leaders of the strike said who helped lead the 34-day hunger strike.
The most reliable measure for improving teaching and learning could be derived from frequent and effective teacher observations and constructive feedback from the observers designed to improve teacher performance and subsequently student performance in an atmosphere laden with trust and devoid of fear of reprisals!
The Center for American Progress in a recent study, The Economic Benefits of Closing Educational Achievement Gaps: Promoting Growth and Strengthening the Nation by Improving the Educational Outcomes of Children of Color, conducted by Robert G. Lynch and Patrick Oakford indicates that closing the income, wealth and educational attainment gaps will significantly increase the gross domestic product. As a result, funds spent on closing these gaps will be recouped from future tax revenues and economic growth. An investment in closing the educational attainment gaps is an investment in the nation’s economy.