DATA TRENDS & USE
Data Trends & Use
Explore these resources for academic, social, and other trends related to all students, both in general and within different populations. You will also find guidance on how to use data to inform decision-making in schools and districts.
The Path Forward: Improving Opportunities for African-American Students
[This report offers] a portrait of the performance of African-American students in the United States today. [...] Over the past 25 years, the performance of African-American students on key academic success indicators has improved, in some cases markedly. [...] In absolute terms, though, there is much more room for improvement. [...] By staying the course on accountability, promoting school choice, working with industry, and focusing on students in the greatest need, we can work to turn around these distressing numbers in ways that will significantly benefit African-American students who deserve a high-quality education experience that will prepare them for the path forward.
A Climate for Academic Success
The study analyzes reported differences in school climate by students in successful versus unsuccessful schools and how school climate and personnel resources are related to academic success. It concludes with practical implications of these findings for improving the academic performance of schools.
How Black and White Students in Public Schools Perform in Mathematics and Reading on the National Assessment of Educational Progress
This report addresses the following questions: 1) how do gaps in 2007 compare to the gaps in the initial and most recent prior years of the NAEP national and state assessment series? And 2) how do states compare to the nation in 2007? The current report presents these results in graphs that show the NAEP achievement gaps in a format that makes it possible to see at a glance the national and state gaps results for all available years.
How Hispanic and White Students in Public Schools Perform in Mathematics and Reading on the National Assessment of Educational Progress
This report addresses the following questions: 1) How do score gaps in 2009 mathematics and reading performance compare to the gaps in the initial and most recent prior years of the NAEP national and state assessment series? And 2) How do Hispanic and White scores and gaps in mathematics and reading at the state level compare to the national scores and gaps in 2009?
This website features resources based on National Assessment of Educational Progress (NAEP) data addressing: 1) School Composition and the Black-White Achievement Gap; 2) Hispanic-White Achievement Gap Performance; and 3) Black-White Achievement Gap Performance An executive summary and full report are included for each report. Additional resources are also offered, such as data tables, data highlights, and FAQ’s.
Research on the Achievement Gap
REL West staff have searched selected databases for relevant resources and developed a references list of resources that are relevant to the request. This memo includes: 1) Research reports and policy-oriented articles about factors associated with, as well as interventions for closing the achievement gap, and 2) Relevant organizations that focus on the issue of the achievement gap in K–12 settings. Citations include a link to a free online version when available. Citations are accompanied by an abstract, excerpt, or summary written by the author or publisher of the article. We have not done an evaluation of these resources or organizations, but rather provide them for your information only.
School Size, Achievement, and Achievement Gaps
In order to examine the relationship between school size and achievement, a study was conducted using longitudinal achievement data from North Carolina for three separate cohorts of public school students (one elementary, one middle and one high school). Results revealed several interactions between size and student characteristics, all of which indicated that the achievement gaps typically existing between certain subgroups (i.e., more versus less-advantaged, lower versus higher-achieving) were larger in larger schools. Results varied across the grade level cohorts and across subjects, but in general effects were more common in mathematics than in reading, and were more pronounced at the high school level. Study results are discussed in the context of educational equity and cost-... more
It takes more than testing: Closing the achievement gap. A report of the Center on Education Policy
This report summarizes the research on the achievement gap between white students and black and Hispanic students; highlights possible remedies for the gap; and suggests an approach that policymakers can use to weigh the various proposals for closing the gap.
Closing the Achievement Gap for Economically Disadvantaged Students? Analyzing Change Since No Child Left Behind Using State Assessments and the National Assessment of Educational Progress
A critical state-level indicator of progress in public education is student achievement annual performance and change over time. The Council of Chief State School Officers (CCSSO) has been very active in tracking and reporting on student achievement results and using state assessment scores and other data to analyze achievement trends. A central goal of the No Child Left Behind (NCLB) Act was to close the gap in student achievement between students from different social and economic backgrounds. A principal objective of the federal funding mandated under NCLB, the design for program initiatives, and the accountability provisions of the federal law was to reduce the extent of disparity in performance of students from different demographic groups within schools as well as differences in... more
Making Sure All Children Matter: Getting School Accountability Signals Right
School accountability systems have the potential to be a powerful tool to help close the long-standing gaps in achievement that separate low-income students and students of color from their peers. Making Sure All Children Matter breaks down how accountability systems can do this.
Black Male Achievement Lowest in Schools with Highest Levels of Black Students
This blog posting summarizes study conducted by the American Institutes for Research that explores the achievement gap between Black and White students. Key Findings: young Black females fared better than young Black males in this analysis of achievement in relation to school segregation; the achievement gap for males was 25 points in schools with 60% or greater Black populations, compared to 17 points in schools with less than 20% Black populations; for young women, the Black-White achievement gap was not statistically wider in schools with the highest percentages of Black students (15 points) than in schools with the lowest percentages (13 points).
What Works Clearinghouse
The goal of the WWC is to be a resource for informed education decision making. To reach this goal, the WWC identifies studies that provide credible and reliable evidence of the effectiveness of a given practice, program, or policy (referred to as “interventions”), and disseminates summary information and free reports on the WWC website. With over 700 publications available and more than 10,500 reviewed studies in the online searchable database, the WWC aims to inform researchers, educators, and policymakers as they work toward improving education for students.
National Assessment of Educational Progress (NAEP)
The National Assessment of Educational Progress (NAEP) is the largest nationally representative and continuing assessment of what America's students know and can do in various subject areas.
Michigan School Data
MI School Data is the State of Michigan's official public portal for education data to help citizens, educators and policy makers make informed decisions that can lead to improved success for our students. The site offers multiple levels and views for statewide, intermediate school district, district, school, and college level information. Data are presented in graphs, charts, trend lines and downloadable spreadsheets to support meaningful evaluation and decision making.
Black Lives Matter: The Schott 50 State Report on Public Education and Black Males, 2015
Schott Foundation’s biennial report reflecting national data on the four-year graduation rates for Black males compared to other sub-groups.
Achievement Gap Highlights: How Black and White Students in Public Schools Perform on the National Assessment of Educational Progress
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... more