ERIC Number: ED467115
Record Type: Non-Journal
Publication Date: 2002-Jun
Reference Count: N/A
Beating the Odds II: A City-By-City Analysis of Student Performance and Achievement Gaps on State Assessments, Spring 2001 Results.
This report presents district-by-district achievement data on 57 major city school systems in reading and mathematics. State assessment results were collected from state Web sites, reports, and databases. Data were analyzed by race/ethnicity when reported. Overall, the Great City Schools have made meaningful gains in math scores on state assessments, and gaps in math achievement in urban schools may be narrowing. However, urban school achievement remains below national averages in math. Reading achievement in urban schools has improved on state tests, and gaps may also be narrowing, though urban school reading achievement remains below national averages. More urban school districts showed reading and mathematics gains in 2001 than in 2000. Key factors shaping the urban context: the nation cannot raise achievement across the board without paying attention to the significant percentage of students enrolled in urban schools; students in urban schools are more likely than other students to be African American, Hispanic, or Asian, to come from low-income families, and to come from non-English speaking homes; and urban schools often lack adequate financial resources. It should be noted that this year's (2002) report (as compared to that of 2001, containing data on 55 city school systems) adds data on Austin, Memphis, and Oklahoma City; and deletes data on Tulsa--a net increase of 2 cities. (Contains 19 figures.) (SM)
Descriptors: Academic Achievement, Disadvantaged Youth, Elementary Secondary Education, Mathematics Achievement, Racial Differences, Reading Achievement, Standardized Tests, State Standards, Student Evaluation, Tables (Data), Urban Schools
Council of the Great City Schools, 1301 Pennsylvania Avenue, NW, Suite 702, Washington, DC 20004 ($20). Tel: 202-393-2427; Fax: 202-393-2400; Web site: http://www.cgcs.org.
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: N/A
Authoring Institution: Council of the Great City Schools, Washington, DC.