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No “white” child left behind: The academic achievement gap between blacks and whites
Rowley, Rochelle Wright, David W.
Rowley, Rochelle
Wright, David W.
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2007-04-27
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Rowley, Rochelle & Wright, David. (2007). No “white” child left behind: the academic achievement gap between blacks and whites. In Proceedings : 3rd Annual Symposium : Graduate Research and Scholarly Projects. Wichita, KS : Wichita State University, p.35-36
Abstract
The issue of racial inequality in education has consistently been addressed through government policy in an attempt to
solve the problem of discrimination in the American school system. The latest government attempt is the No Child Left
Behind Act of 2001 (NCLB). This study examines the relationship between race and composite reading and math test
scores with secondary data analysis from the Educational Longitudinal Study of 2002 (ELS:2002) of 8,215 10th grade
students with a composite model consisting of: student role performance (SRP), schools, families, and peers. Univariate,
bivariate, and multivariate analyses are used to examine the independent effects on test scores. Mean composite test
scores show an 82.8% gap in test scores between black (44.42) and white (53.64) non-Hispanic 10th grade students. The
examination of each model segment and path analysis shows student role performance factors and family factors explain
more of the variance on test scores and have more of an effect on test scores than other model segments. This suggests
that racial discrimination contributes to the academic achievement gap between blacks and whites.
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Description
Paper presented to the 3rd Annual Symposium on Graduate Research and Scholarly Projects (GRASP) held at the Hughes Metropolitan Complex, Wichita State University, April 27, 2007.
Research completed at the Department of Sociology, College of Liberal Arts and Sciences
Research completed at the Department of Sociology, College of Liberal Arts and Sciences
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Wichita State University. Graduate School.
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GRASP
v.3
v.3