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ERIC Number: EJ792859
Record Type: Journal
Publication Date: 2004-Mar
Pages: 12
Abstractor: Author
Reference Count: 17
ISBN: N/A
ISSN: ISSN-0196-5042
Measuring the Gap: The State of Equity of Student Achievement in Kentucky
Lyons, Robert
Educational Research Quarterly, v27 n3 p10-21 Mar 2004
The No Child Left Behind Act of 2002 has increased emphasis on "closing the gap" between the achievement of African-American and disadvantaged children and that of their respective peers. Using the 2001 results of Kentucky's accountability tests (e.g., CTBS-5, KCCT), Chi-square analyses were performed to determine whether, when disaggregated by quartile (CTBS-5) or proficiency-level (KCCT), a significant difference existed for each school between the distributions of disadvantaged and minority students and those of their respective peers. Chi-square analyses were additionally performed to determine whether statistically significant relationships existed between exogenous school characteristics (e.g., school size, school poverty level) and the equity of student achievement. Results of the study indicated that a majority of elementary, middle, and high schools displayed inequitable student outcomes between disadvantaged and minority students and their respective peers on both assessments. Moreover, school size was shown to relate significantly to the equity of student assessment results at the elementary and high school levels.
Behavioral Research Press. Grambling State University, Math Department, P.O. Box 1191, Grambling, LA 71245. Tel: 318-274-2425; Web site: http://www.gram.edu/education/erq/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Kentucky