The Challenge of Education in the Empire

Alcazar, Alvaro Basista

doi:10.1177/016059760603000205

Cited by 1 publication

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“…The NCLB mandated that all students be proficient in reading and math by the end of the 2013–2014 academic year (Borman and Cotner 2008). Despite these provisions, the missed deadline, and the heavy use and monitoring of standardized tests results (Alcazar 2006), particularly in the public schools, scholars have not fully explored how state-level results inform the debate on the black–white test gap (see Jencks and Phillips 1998 and Magnuson and Waldfogel 2008 for an overview). The NCLB’s lack of attention to the historical context of U.S. public schools may help explain the racial disparities in standardized test scores.…”

Section: Personal Reflexive Statementsmentioning

confidence: 99%

The Foundation of Racial Disparities in the Standardized Testing Era

Brunn-Bevel

Byrd

2015

Humanity & Society

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We present a historical outline of racial inequality in Virginia's kindergarten through 12th grade educational system focusing on de jure school desegregation and subsequent massive resistance following Virginia's role in Brown v. Board of Education. Currently, standardized tests are used to evaluate students' educational progress and knowledge, evaluate teacher and administrative effectiveness, and measure states' educational efforts. In this article, we use school district-level data to examine racial disparities between black and white students in Virginia in 2010. We find widespread disparities in standardized test score passing rates with the exception of black students' performance in history and social science before high school. Black students are consistently less likely than white students to earn passing scores in all subject areas at each grade level. We use state-level education data such as school district size, teacher-student ratio, and school funding to contextualize the standardized test data. We find that the locale of schools and their close links to white

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Section: Personal Reflexive Statementsmentioning

confidence: 99%