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ERIC Number: ED459235
Record Type: Non-Journal
Publication Date: 2001
Pages: 27
Abstractor: N/A
Reference Count: N/A
State Summary of Indiana. Ed Watch Online.
Education Trust, Washington, DC.
This report provides data on the academic achievement gap that separates low-income and minority students from other students, examining how well different groups of students perform in Indiana and noting inequities in teacher quality, course offerings, and funding. Included are tables and data that provide: a frontier gap analysis (a comparison Indiana to the leaders in achievement and gap closing); student profile (the demographic distribution of youth in Indiana); state performance (academic achievement and educational attainment); opportunity (well prepared teachers, challenging curricula, special student placements, effective instruction, and annual per pupil investments); minority achievement gains, state by state; and analysis of minority-white achievement gaps by subject area and grade level. Indiana did not participate in the National Assessment of Educational Progress (NAEP) tests in 1998; achievement profiles are based on 1996 results. African American 8th graders in Indiana score more than 3 years behind white 8th graders in the state in math and science, while Hispanic 8th graders score about 2 years behind. Low-income 8th graders score more than 2 years behind non-poor 8th graders in the state in math and science. African American 4th gradersi in Indiana, however, did make more progress in math from 1992 to 1996 in Indiana than African American 4th graders in almost every other state. (Contains 24 references.) (SM)
The Education Trust, 1725 K Street, NW, Suite 200, Washington, DC 20006. Tel: 202-293-1217; Fax: 202-293-2605. For full text:
Publication Type: Numerical/Quantitative Data
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Carnegie Corp. of New York, NY.
Authoring Institution: Education Trust, Washington, DC.
Identifiers - Location: Indiana
Identifiers - Assessments and Surveys: National Assessment of Educational Progress