ERIC Number: ED302892
Record Type: RIE
Publication Date: 1988-Mar
Reference Count: 0
High-Achieving Black Students: What Characterizes the Schools They Attend and Their Academic Behaviors?
Lee, Valerie E.; Wilson, Thomas C.
Research studies investigating group differences in academic achievement consistently document lower scores for blacks than for whites, who typically score about one standard deviation above their black counterparts. Many controversial explanations for black achievement deficits have been advanced, ranging from cultural deprivation to inferior schooling. Focusing more on educational than cultural differences and using National Assessment of Educational Progress data, this study investigates a sample of 661 black eighth graders scoring above the national average in reading proficiency. In separate comparisons with other groups (the black population scoring below the national average in reading achievement and a sample of white high-achieving students), school characteristics and student academic behaviors were identified that partly explain black-white achievement differences. High-achieving black students resemble their white counterparts in amount of reading, homework, and television watching; however, these students are as likely as their black counterparts to attend schools with high proportions of minority and poor students, although black high-achievers' family socioeconomic status is about midway between that of the two comparison groups. Included are technical notes, 52 references, 4 tables, and an appendix defining constructed variables used in the study. (Author/MLH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 5-9, 1988). Research partially funded by the Educational Testing Service.