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ERIC Number: ED459257
Record Type: Non-Journal
Publication Date: 2001
Pages: 27
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
State Summary of Oklahoma. 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 Oklahoma and noting inequities in teacher quality, course offerings, and funding. Included are tables and data that provide: a frontier gap analysis (a comparison of Oklahoma to the leaders in achievement and gap closing); student profile (the demographic distribution of youth in Oklahoma); 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. Student achievement data are based on the National Assessment of Educational Progress (NAEP). Because Oklahoma did not participate in of the 1994 and 1996 NAEP, it is impossible to provide a complete profile of student achievement in Oklahoma. Based on 1998 evaluations, 8th graders from low-income families in Oklahoma out-perform low-income 8th graders in all other states. Hispanic and African American 8th graders in Oklahoma score more than 2 years behind white 8th graders in the state in writing, and more than 1 year behind in reading. (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: http://204.176.179.36/dc/edtrust/edstart.cfm.
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: Oklahoma
Identifiers - Assessments and Surveys: National Assessment of Educational Progress