THE COLOR LINE IN AMERICAN EDUCATION: Race, Resources, and Student Achievement

Abstract

Despite the rhetoric of American equality, the school experiences of African American and other “minority” students in the United States continue to be substantially separate and unequal. Dramatically different learning opportunities—especially disparities in access to well-qualified teachers, high quality curriculum, and small schools and classes—are strongly related to differences in student achievement. Standards-based reforms have been launched throughout the United States with promises of greater equity, but, while students are held to common standards—and increasingly experience serious sanctions if they fail to achieve them—few states have equalized funding and access to the key educational resources needed for learning. The result of this collision of new standards with old inequities is less access to education for many students of color, rather than more. This article outlines current disparities in educational access, illustrates the relationships among race, educational resources, and student achievement, and proposes reforms needed to equalize opportunities to learn.

Examining the Effects of School Composition on North Carolina Student Achievement over Time

“…Darling-Hammond also found that students in states with a higher percentage of teachers with a major in their field and full certification have higher test scores (Darling-Hammond, 1999). In a more recent study, DarlingHammond found that teacher qualifications as measured by their certification status accounts for 64% of the variance in South Carolina student achievement outcomes and are the strongest predictors of student achievement (Darling-Hammond 2004).…”

“…Wenglinsky examined NAEP data and found that if school funding is spent to reduce student-teacher ratios, the effect of increased spending is positive (Wenglinsky 1997). Darling-Hammond (2004) found that higher funding levels in high income districts results in smaller classes, better facilities, more qualified teachers, more course offerings, and better resources in the form of books, computers, and other instructional aids.…”

“Blacks aren’t good for math”: Racial ideologies and mathematics teaching practices in Colombia

“…En primer lugar, algunos estudios han identificado factores estructurales que contribuyen al fracaso escolar en matemáticas de los estudiantes negros. Entre tales factores se encuentra la insuficiente preparación de los maestros para enseñar matemá-ticas a poblaciones estudiantiles diversas (Zevenbergen, 2003), la organización escolar inadecuada para atender y responder a las necesidades educativas de dichas poblaciones y una pobre financiación de las escuelas atendidas especialmente por estudiantes negros (Darling-Hammond, 2004). En segundo lugar, han sido identificados elementos y condiciones que favorecen el aprendizaje exitoso de las matemáticas y la construcción de identidades matemáticas positivas por parte de estudiantes negros (Berry 2008;Nasir y Hand, 2006;Walker, 2006).…”

Problem Identification and Task Engagement Using the LIBRE Problem Solving Tool: A Case Study of Three Bilingual Teacher Candidates

“…To add yet another layer of complexity, 11% of Latino students are also bilingual and categorized as English Language Learners (ELLs) (U.S. Department of Education, 2013). Unfortunately, Latino and biracial students are more likely to attend public schools that are underfunded, in lower socio-economic communities, and staffed by uncertified teachers (Darling-Hammond, 2004). When compared to their Caucasian counterparts, Latino students show lower academic achievement and consistently record some of the highest dropout rates (Llagas & Snyder, 2003; U.S. Department of Education, 2013).…”