ERIC Number: ED404419
Record Type: Non-Journal
Publication Date: 1990-Oct
Reference Count: N/A
Chicago's Two Public School Systems: Standardized Test Results Compared by Racial/Ethnic Groups.
Lewis, James H.
Throughout the Chicago Public Schools systematic differences exist between the performance of children of different racial and ethnic groups. In most schools where students of more than one group are found, Asians and Whites test at higher levels than Blacks and Hispanics. When income level and school type are controlled, small differences are found in achievement levels between students of different races. These differences lie mainly in the large percentages of White and Asian students who test in the top quartile against national norms and large percentages of Blacks and Hispanics who test in the bottom quartile. Students of all racial groups in academic magnet schools and schools with competitive entry requirements perform well above norms with Asians and Whites performing consistently at extremely high levels. This analysis identifies the racial and programmatic groups of children who are excelling in the public schools and others who are failing. Overall, findings suggest that something in the educational process between grades one and four causes Black and Hispanic students to lose ground to Whites in reading, and Blacks to lose ground to Whites in mathematics. If these differences are caused by differential effects of teaching method, it is an effect in the early grades that seems to disappear. This evidence is consistent with findings that early childhood programs raise disadvantaged children's performance levels. (Contains four tables and six figures.) (SLD)
Descriptors: Academic Achievement, Asian Americans, Black Students, Disadvantaged Youth, Educationally Disadvantaged, Elementary Secondary Education, Ethnic Groups, Hispanic Americans, Low Income Groups, Public Schools, Racial Differences, Standardized Tests, Test Results, Urban Schools, Urban Youth, White Students
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: Chicago Urban League, IL.