ERIC Number: ED454358
Record Type: RIE
Publication Date: 2001-Apr
It Takes More Than Testing: Closing the Achievement Gap. A Report of the Center on Education Policy.
This report provides educational stakeholders with information about how to close the achievement gap in education. Researchers reviewed several analyses of test score data and various studies of the gap and its causes. Part 1 contains background information and discusses why this gap has become such a critical issue, reviews basic principles, and explains data sources. Part 2 analyzes the nature and extent of the achievement gap on various tests and summarizes trends in the gap over time. Part 3 reviews the main factors proposed by researchers to explain the achievement gap and outlines leading strategies for closing it. Part 4 contains suggestions to policymakers about how to evaluate various strategies for closing the gap and discusses why a comprehensive approach is needed. Promising strategies highlighted in this review include: increasing the participation of minority students in challenging academic programs; providing extended and intensive support for low-performing students; lowering class size in high minority schools; and strengthening parent and community support for achievement. (SM)
Descriptors: Academic Achievement, Academic Standards, Data Interpretation, Educational Policy, Elementary Secondary Education, Equal Education, High Stakes Tests, Minority Group Children, Racial Differences, Racial Discrimination, Scores, Standardized Tests, Student Evaluation
Center on Education Policy, 1001 Connecticut Avenue, N.W., Suite 619, Washington, DC 20036. Tel: 202-822-8065; Fax: 202-822-6008; e-mail: email@example.com; Web site: http://www.ctredpol.org.
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: Policymakers; Practitioners; Teachers
Sponsor: George Gund Foundation, Cleveland, OH.; Ford Foundation, New York, NY.; Joyce Foundation, Chicago, IL.
Authoring Institution: Center on Education Policy, Washington, DC.
Note: Also funded by Phi Delta Kappa International.