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ERIC Number: ED498853
Record Type: Non-Journal
Publication Date: 2002
Pages: 4
Abstractor: ERIC
Reference Count: N/A
No Child Left Behind and the Education Achievement Gap. Policy Briefs: Education Reform. Volume 2, Number 5
Stearns, Elizabeth
Terry Sanford Institute of Public Policy
A gap in standardized achievement-test scores among different groups of students has existed since the inception of standardized testing. The gap between white and African-American schoolchildren was the primary impetus behind much of the social policy devoted to desegregating schools in the second half of the past century. Through a combination of policy-oriented research, media attention, and legislation, the minority achievement gap, including gaps among myriad ethnic and disability groups, has recently come to the forefront of concerns for the educational policy community and beyond. The gap that has received the most attention is that between African-American and Latino students, on the one hand, and white and Asian students on the other. In this brief, the author discusses the relationship of the No Child Left Behind Act of 2001 (NCLB) to the achievement gap, and presents some research findings on the gap, trends in the gap, and why it exists. She closes with a discussion of the policy questions that lie ahead. (Contains 10 endnotes.) [This brief was produced by the Center for Child and Family Policy, Duke University, Terry Sanford Institute of Public Policy.]
Terry Sanford Institute of Public Policy. P.O. Box 90239, Durham, NC 27708-0239. Tel: 919-613-7401; Fax: 919-681-8288; e-mail:; Web site:
Publication Type: Opinion Papers; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Duke Univ., Durham, NC. Terry Sanford Inst. of Public Policy.
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001