ERIC Number: ED459241
Record Type: Non-Journal
Publication Date: 2001
Reference Count: N/A
State Summary of Maryland. 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 Maryland and noting inequities in teacher quality, course offerings, and funding. Included are tables and data that provide: a frontier gap analysis (a comparison of Maryland to the leaders in achievement and gap closing); student profile (the demographic distribution of youth in Maryland); 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. Hispanic 4th graders in Maryland made more progress in reading from 1992 to 1998 than Hispanic 4th graders in most other states. However, Hispanic 8th graders in Maryland score more than 3 years behind white 8th graders in the state in math and science, about 3 years behind in writing, and more than 2 years behind in reading. African American 8th graders in Maryland score more than 4 years behind white 8th graders in the state in math, more than 3 years behind in science, about 3 years behind in reading, and more than 2 years behind in writing. The state's poor/non-poor achievement gap would close for 8th graders in science if poor students in Maryland scored as well as poor students in North Dakota. (Contains 24 references.) (SM)
Descriptors: Academic Achievement, Black Students, Curriculum, Educational Attainment, Educational Finance, Elementary Secondary Education, Equal Education, Hispanic American Students, Mathematics Achievement, Minority Group Children, Poverty, Racial Differences, Reading Achievement, Science Achievement, Special Needs Students, Tables (Data), Teacher Effectiveness, Teaching Skills, White Students
The Education Trust, 1725 K Street, NW, Suite 200, Washington, DC 20006. Tel: 202-293-1217; Fax: 202-293-2605. For full text: http://22.214.171.124/dc/edtrust/edstart.cfm.
Publication Type: Numerical/Quantitative Data
Education Level: N/A
Sponsor: Carnegie Corp. of New York, NY.
Authoring Institution: Education Trust, Washington, DC.
Identifiers - Location: Maryland
Identifiers - Assessments and Surveys: National Assessment of Educational Progress