a chievem en t g ap s h ow b lack an d w hite s tu d en ts...

NCES 2009-495 U.S. DEPARTMENT OF EDUCATION

HIGHLIGHTS

Achievement Gaps How Black and White Students in Public Schools Perform on the National Assessment of Educational Progress

Achievement gaps between Black and White students are featured in every major National Assessment of Educational Progress (NAEP) report card. The report, Achievement Gaps: How Black and White Students in Public Schools Perform in Mathematics and Reading on the National Assessment of Educational Progress, examines achievement gaps more closely, and provides a

detailed portrait of how achievement gaps and Black and White students’ performance have changed over time at both

the national and state levels.

This report uses data from two assessments—main NAEP and Long-Term-Trend (LTT). While both programs assess reading and mathematics, they have three major differences: (1) main NAEP assesses performance of fourth and eighth graders, while LTT assesses performance of 9- and 13-year-olds; (2) main NAEP reports results for both the national and state levels, while LTT reports results for the national level only; (3) main NAEP was fi rst administered in the 1990s, while LTT was fi rst administered in the 1970s. The report uses results from all previous assessments until 2007 for main NAEP and 2004 for LTT.

All results are for public school students. The percentages of Black and White students in individual states vary by state. Data for trends in achievement gaps and trends in scores are reported only for states that have enough Black and White students in the sample to have reportable results.

This highlights document is an overview of the full report, which is available at http://nces.ed.gov/nationsreportcard/studies/gaps/

ABOUT THE STUDY

A difference in scores between Black and White students can only be considered an achievement gap if the difference is statistically signifi cant, meaning larger than the margin of error. There are several ways achievement gaps can change, as seen in the display to the right. Whether a gap narrows depends on the amount of change in the average scores for Black and White students. For example, a gap can narrow if the average scores of both Black and White students improve, but Black students’ scores improve more. If scores for both Black and White students increase at the same rate, the score gap may not change.

NAEP data can be used to identify gaps and report on trends over time but cannot explain why gaps exist or why they change. The NAEP assessments are designed to measure student performance, not to identify or explain the causes of differences in student performance.

In each state, changes in the sizes of gaps could be affected by demographic or population changes, as well as policy changes in the school, district, and state. When reading the results, it is important to consider these factors.

Ways gaps can narrowThe average scores of both groups increase, while the score of the lower performing group increases even more.

The average score of the higher performing group does not change, while the score of the lower performing group increases.The average score of the higher performing group declines, while the score of the lower performing group increases.

The average score of the higher performing group declines, while the score of the lower performing group does not change.The average scores of both groups decline, but the score of the higher performing group declines even more.

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Understanding Gaps

ACHIEVEMENT GAP HIGHLIGHTS 1

National Trends in Score Gaps: Long-Term Trend

Since First Assessment Since 1999

Mathematics Age 9 Narrowed !

Mathematics Age 13 Narrowed !

Reading Age 9 ! Narrowed

Reading Age 13 Narrowed Narrowed

Long-Term Trend When comparing score gaps over time in the Long-Term Trend assessment, the gap size in 2004 is compared to the gap in 1978 for mathematics, and 1980 for reading. The Black-White gap for 9- and 13-year-olds in mathematics narrowed compared to the fi rst assessment but not 1999. In reading, however, gaps have narrowed for 13-year-olds compared to both the fi rst assessment and 1999.

National Gap

Main NAEPTo examine gap changes over time, the size of the gaps in the 2007 assessments are compared to the size of the gaps in 2005 and since the fi rst assessment. In mathematics, the fi rst assessment was in 1990. In reading, the fi rst assessment was in 1992.

Nationally, at both grades and in both subjects, Black and White students scored higher in 2007 than in either the early-1990s or in 2005. Even as scores were improving for both groups, the gaps narrowed between Black and White fourth-graders over the longer time period.

National Trends in Score Gaps: Main NAEP

Since First Assessment Since 2005

Mathematics Grade 4 Narrowed !

Mathematics Grade 8 ! Narrowed

Reading Grade 4 Narrowed Narrowed

Reading Grade 8 ! !

! Indicates that there was no signifi cant change in the gap in 2004.

! Indicates that there was no signifi cant change in the gap in 2007.

Gaps by Gender and Family Income

The Black-White achievement gap varies by gender and family income. For example,

compared to 1990, the Black-White gap between female fourth-graders in mathematics

narrowed. The score gap between Black and White female eighth-graders narrowed

between 2005 and 2007. In reading, the score gaps between Black and White male

and female fourth-graders narrowed between 2005 and 2007.

NAEP uses student eligibility for the National School Lunch Program as an indicator

of family income. Based on the availability of data, trend comparisons are only made

back to 2003. In eighth-grade mathematics and fourth-grade reading, the Black-

White score gaps for students eligible for free lunch narrowed in 2007 compared to

2003 and 2005.

2 ACHIEVEMENT GAP HIGHLIGHTS

2007 State Gaps Compared to Nation

National Black-White Gap

States with gaps that are:

Smallerthan nation

Largerthan nation

Mathematics Grade 4 26 points AK, DE, DoDEA, HI, KY, LA, MS, OK, TX, WV CT, DC, IL, NE, WI

Mathematics Grade 8 31 points AK, AZ, CO, DoDEA, GA, KY, LA, MS, NM, OK, OR, SC CT, IL, MD, MA, MI, NE, WI

Reading Grade 4 27 points AZ, DE, DoDEA, HI, KY, NH, OK, VA, WV

AR, CT, DC, MN, NE, PA, TN, WI

Reading Grade 8 26 points AK, DE, DoDEA, HI, KY, NV, NM, VA, WV WI

State Gap

Reading• Six states had gaps that were smaller in both grades:

Delaware, Department of Defense Education Activity (DoDEA), Hawaii, Kentucky, Virginia, and West Virginia.

• One state had a gap larger in both grades: Wisconsin.

Mathematics• Six states had gaps that were smaller in both grades:

Alaska, Department of Defense Education Activity (DoDEA), Kentucky, Louisiana, Mississippi, and Oklahoma.

• Four states had gaps that were larger in both grades: Connecticut, Illinois, Nebraska, and Wisconsin.

For more information on 2007 state gaps, see the appendix, which reprints fi gures from the full report. These fi gures show the average scores for Black and White students and the size of the gap in each state and compare them with the national results.


Scores increased for Black and White students

Data not available

Score Trends for Black and White Students, Grade 4 Mathematics, 1992-2007

The maps on pages 4-7 show the score changes for Black and White students. In some states, scores for both Black and White students increased while in others, scores increased for only one group. The legends on each map show the different ways scores changed. Trends are shown only for states with results available for both Black and White students.

• In 35 states, scores for both Black and White students increased in 2007 compared to the fi rst assessment in 1992.

Gaps Narrowed

In 15 states, the gap was narrower

in 2007 than in 1992.

CA

CT

DE

DC

FL

GA

LA

MA

MI

MS

NJ

PA

SC

TX

VA

Mathematics Grade 4



Scores increased for White students only

Data not available

Score Trends for Black and White Students, Grade 8 Mathematics, 1990-2007

• In 26 states, scores for both Black and White eighth-graders increased in 2007 compared to 1990.

• In two states, scores increased for White students but not for Black students. Gaps Narrowed

In four states, gaps narrowed between 1990 and 2007.

AR

CO

OK

TX

Mathematics Grade 8



Score increased for Black students only


No change

Data not available

• In 13 states, scores for both groups increased from the fi rst assessment in 1992 compared to 2007.

Score Trends for Black and White Students, Grade 4 Reading, 1992-2007

Gaps Narrowed

In 3 states, the gap was narrower

in 2007 than in 1992.

DE

FL

NJ

Reading Grade 4

• In two states, scores increased for Black students but did not change for White students.

• Scores increased for White students but not for Black students in 10 states.



Score increased for Black students only


Scores decreased for Black students only

Scores decreased for White students only

No change

Data not available

Score Trends for Black and White Students, Grade 8 Reading, 1998-2007

No Change in Score Gaps There was no signifi cant change in the gaps for any of the states.

• In one state, scores for both Black and White eighth-graders increased between 1998 and 2007.

• Scores for only Black students in one state increased compared to 1998.

• Scores for only White students increased in two states.

• Scores decreased for only Black students in one state.

• Scores for only White students decreased in one state.

Reading Grade 8


Appendix

200 210 220 230 240 250 260 270 280 5000

Scale score

Jurisdictions

WisconsinWest Virginia

WashingtonVirginia

TexasTennessee

South DakotaSouth Carolina

Rhode IslandPennsylvania

OregonOklahoma

OhioNorth Carolina

New YorkNew MexicoNew Jersey

New HampshireNevada

NebraskaMissouri

MississippiMinnesotaMichigan

MassachusettsMaryland

MaineLouisianaKentucky

KansasIowa

IndianaIllinoisHawaii

GeorgiaFloridaDoDEA1

District of ColumbiaDelaware

ConnecticutColorado

CaliforniaArkansas

ArizonaAlaska

Alabama

Nation (public) 248

238247

246245

247249

252249

262246

250246

244248249

245252

238240

243251

257244

252239

245244

243250

255242

251251

250242

241249

242248

245240

253251

248237

250

222

213227

219217218

224220

230209

227225

222230

216224224

226219219

221223

232216

222217218

211219

226232

220225

224225

220219

222219

221221

214230

228222223

212

20*

2926

25

26

2322

2726

2522*22

2623

2624

2623*

23

2828

20*

19*54*

2524

14*

19*26

21*22

29

3122*

32*

32*25

21

2528

23

2633*

38*

26

24

14*

WhiteBlack Gap Jurisdictions

5000

Scale score

240 250 260 270 280 290 300 310 320

West Virginia

South Carolina

Pennsylvania

North Carolina

Massachusetts

Wisconsin

WashingtonVirginia

TexasTennessee

Rhode Island

OregonOklahoma

Ohio


NevadaNebraskaMissouri


MarylandLouisianaKentucky

KansasIowa

IndianaIllinois

GeorgiaFlorida

DoDEA1Delaware

ConnecticutColorado

CaliforniaArkansas

ArizonaAlaska

Alabama

290

278294

289282

287296

293294

291289

288291

290288

295282283

300305

285297

279288

291282

298285

290295

291280

289293

284293

282300

296291

271292

259

246271

266254

253272

255265

272259

261253

259257

267257258

265264

244260

251253

240255

264264

258266

258258

272257

250265

254271

268264

250247

WhiteBlack Gap

Nation (public)

3223*

23*

24*38*

29

51*

21*

29

22*

27*

19*

38*

25*25*

41*37

2145*

2826

31

2835

3231

29

28

36*40*

28*34

16*

32

33

3634

2635

27*28

29

Figure 1. The Black-White achievement score gap in mathematics for public school students at grade 4, by state or jurisdiction: 2007

Figure 2. The Black-White achievement score gap in mathematics for public school students at grade 8, by state or jurisdiction: 2007

* Signifi cantly different (p<.05) from the nation (public) when comparing one state to the nation at a time.

1 Department of Defense Education Activity (overseas and domestic schools).

NOTE: States whose Black student population size was insuffi cient for comparison are omitted. Reporting standards not met for Idaho, Montana, North Dakota, Utah, Vermont, and Wyoming.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2007 Mathematics Assessment



NOTE: States whose Black or White population size was insuffi cient for comparison are omitted. Reporting standards not met for District of Columbia, Hawaii, Idaho, Maine, Montana, New Hampshire, North Dakota, South Dakota, Utah, Vermont, and Wyoming.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2007 Mathematics Assessment


0 180 190 200 210 220 230 240 250 260 500

WhiteBlack Gap

Scale score

Jurisdictions

258

WisconsinWest Virginia

WashingtonVirginia

TexasTennessee

South CarolinaRhode IslandPennsylvania

OregonOklahoma

OhioNorth Carolina


New HampshireNevada

NebraskaMissouri


MassachusettsMarylandLouisianaKentucky

KansasIowa


GeorgiaFlorida

DoDEA1District of Columbia

DelawareConnecticut

ColoradoCaliforniaArkansas

ArizonaAlaska

Alabama

Nation (public) 230

227228

224226227

234238

233

235232

230227

230226227

229225

220236

241227

231222

226230

224230

238228

234228

231223

222233

227224224

232233

229216

229

203

201207

206195

200210

203213

192218

208205

212201201

205208

203194

208211

197198

195200

194202

215212

208208

202204204

198200

198199

192207

213206

202191

27

26

17*31*

2425

27

2422

2214*

31

22

26

26

2726

2533*

2926

38*

32*

26

28

20*

17*67*

15*29

3033*

21*

36*

2026

2719*

2520*

2313*

22

2434*

WhiteBlack Gap

230 240 250 260 270 280 290 300 3100 500Scale score

Jurisdictions270

261270

269266266

275276

274278

268271

262271

268270

272264264

276278

267273

264270271

263278

265274

270274

266270

272267268

267275

273270

256270

244

236250

248236237

252246

250259

244246

255244

242247

246247

240249

253236

245238

242243

248249

248246

241246

243250

248239

242240

249252

247241

231

26

26

23*30

7*25

24

2627

2831

25

15*

17*

22

2726

29

29

2120*

31

22

19*

17*

25

23

2729

2620*

15*38*

23West Virginia

WashingtonVirginia

TexasTennessee

South CarolinaRhode IslandPennsylvania

OregonOklahoma

OhioNorth Carolina


NevadaNebraskaMissouri


MassachusettsMarylandLouisianaKentucky

KansasIowa


GeorgiaFloridaDoDEA

DelawareConnecticut

ColoradoCaliforniaArkansas

ArizonaAlaska

Alabama

Nation (public)

Wisconsin

2227

27

2828

29

29

2520

Figure 3. The Black-White achievement score gap in reading for public school students at grade 4, by state or jurisdiction: 2007

Figure 4. The Black-White achievement score gap in reading for public school students at grade 8, by state or jurisdiction: 2007



NOTE: States whose Black population size was insuffi cient for comparison are omitted. Reporting standards not met for Idaho, Maine, Montana, North Dakota, South Dakota, Utah, Vermont, and Wyoming.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2007 Reading Assessment



NOTE: States whose Black or White student population size was insuffi cient for comparison are omitted. Reporting standards not met for District of Columbia, Idaho, Maine, Montana, New Hampshire, North Dakota, South Dakota, Utah, Vermont, and Wyoming.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2007 Reading Assessment


www.ed.gov

“ O U R M I S S I O N I S T O E N S U R E E Q U A L A C C E S S T OE D U C A T I O N A N D T O P R O M O T E E D U C A T I O N A L E X C E L L E N C E

T H R O U G H O U T T H E N A T I O N . ”

The National Center for Education Statistics (NCES), located within the U.S. Department of Education and the Institute of Education Sciences, is the primary federal entity for collecting and analyzing data related to education.

The National Assessment of Educational Progress (NAEP) is a congressionally mandated project sponsored by the U.S. Department of Education and administered by NCES. The Commissioner of Education Statistics is responsible for carrying out the NAEP project. The National Assessment Governing Board is responsible for setting policy for NAEP, including the NAEP achievement levels.

Arne Duncan SecretaryU.S. Department of Education

John Q. EastonDirectorInstitute of Education Sciences

Stuart KerachskyActing CommissionerNational Center for Education Statistics

U.S. DEPARTMENT OF EDUCATION

National Center for Education StatisticsInstitute of Education SciencesU.S. Department of Education1990 K Street, NWWashington, DC 20006-5651

To download the full report and highlights, please visit http://nces.ed.gov/nationsreportcard/studies/gaps/

Contact: Taslima [email protected]

July 2009

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