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ERIC Number: ED460199
Record Type: Non-Journal
Publication Date: 2001
Pages: 25
Abstractor: N/A
Systemic Reform and Minority Student High Achievement.
Treisman, Philip Uri; Surles, Stephanie A.
The under-representation of African American and Hispanic American students among high achievers on standardized tests, honors graduates of most colleges, and practitioners of mathematics and science professions is well-documented. This paper explores the extent to which the current educational reform movement is achieving the goal of substantially improving overall student achievement, especially high achievement, while also reducing achievement gaps among racial and ethnic groups. Neither high-stakes testing nor standards setting, both components of the modern systemic reform movement, is new, nor are the issues of testing and equity. The primary resource for tracking changes in students' academic performance is the National Assessment of Educational Progress (NAEP). Especially important to evaluating systemic reform efforts is a state NAEP testing program begun in 1990 which allows sophisticated and multidimensional comparisons of state academic performance. While NAEP data show that between 1971-88, the black-white achievement gap closed significantly, 1990s data show that the gaps are growing. There is little hard evidence that state systemic reform policies have had their intended effects. Results from the Texas Assessment of Academic Skills indicate a marked decrease in performance gaps of minority and white elementary students in recent years. (Contains 21 references.) (SM)
For full text:
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Institute of Medicine (NAS), Washington, DC.
Identifiers - Assessments and Surveys: National Assessment of Educational Progress; Texas Assessment of Academic Skills