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Achievement Gap Highlights: How Black and White Students in Public Schools Perform on the National Assessment of Educational Progress

Source: 
Institute of Education Sciences
Year: 
2009

Achievement gaps between Black and White students are featured in every major National Assessment of Educational Progress (NAEP) report card. The report, Achievement Gaps: How Black and White Students in Public Schools Perform in Mathematics and Reading on the National Assessment of Educational Progress, examines achievement gaps more closely, and provides a detailed portrait of how achievement gaps and Black and White students’ performance have changed over time at both the national and state levels. This report uses data from two assessments—main NAEP and LongTerm-Trend (LTT). While both programs assess reading and mathematics, they have three major differences: (1) main NAEP assesses performance of fourth and eighth graders, while LTT assesses performance of 9- and 13-year-olds; (2) main NAEP reports results for both the national and state levels, while LTT reports results for the national level only; (3) main NAEP was first administered in the 1990s, while LTT was first administered in the 1970s. The report uses results from all previous assessments until 2007 for main NAEP and 2004 for LTT. All results are for public school students. The percentages of Black and White students in individual states vary by state. Data for trends in achievement gaps and trends in scores are reported only for states that have enough Black and White students in the sample to have reportable results. This highlights document is an overview of the full report, which is available at http://nces.ed.gov/nationsreportcard/studies/gaps/

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