ERIC Number: EJ878489
Record Type: Journal
Publication Date: 2009
Abstractor: As Provided
Reference Count: 75
The "Receivement Gap": School Tracking Policies and the Fallacy of the "Achievement Gap"
Chambers, Terah Venzant
Journal of Negro Education, v78 n4 p417-431 Fall 2009
Closing the racial achievement gap has been a cornerstone of recent education reform, especially as accountability measures are increasingly relied upon to drive academic performance standards. This article questions the term "achievement gap" and its implication that White students perform better on standardized tests due to greater effort and ability. The term "receivement gap" is offered as an alternative due to its focus on structures, not students, and inputs instead of outputs. Evidence is drawn from a qualitative project using a case study design with seven African American high school students in tracked mathematics and English classes. Results indicated differential treatment by differential treatment by school personnel as early as elementary school that influenced students' later school performance. Accordingly, research supports the recommended term "receivement gap," which is offered in the hope of inspiring a deeper and more nuanced discussion of factors that influence student achievement and distort the achievement of African American students.
Descriptors: African American Students, Standardized Tests, Academic Achievement, Racial Differences, Educational Change, Accountability, School Personnel, White Students, Achievement Gap, Standards, High School Students, Track System (Education), Case Studies, Mathematics, English, Language Arts
Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: firstname.lastname@example.org; Web site: http://www.journalnegroed.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools
Authoring Institution: N/A