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The racial achievement gap in the United States refers to disparities in educational achievement between differing ethnic/racial groups. [1] It manifests itself in a variety of ways: African-American and Hispanic students are more likely to earn lower grades, score lower on standardized tests, drop out of high school, and they are less likely to enter and complete college than whites, while ...
American public schools are divided along economic and racial lines. A recent study shows that predominately nonwhite school districts receive $23 billion less funding than majority white school ...
Racial segregation can result in decreased opportunities for minority groups in income, education, etc. While there are laws against racial segregation, study conducted by D. R. Williams and C. Collins focuses primarily on the impacts of racial segregation, which leads to differences between races.
Unequal access to education in the United States results in unequal outcomes for students. Disparities in academic access among students in the United States are the result of multiple factors including government policies, school choice, family wealth, parenting style, implicit bias towards students' race or ethnicity, and the resources available to students and their schools.
The essay has become one of the key teaching resources in the study of white privilege in the United States and Canada. [13] [8] In 2016, some New York City public schools assigned the essay to high school students. [4] In 2017, a high school in Caledon, Ontario incorporated the essay in an 11th grade anthropology class. [13]
Financial aid is an important factor in students' college choice process. Rising college prices and the increased need to rely on loans constrain the college choice process for low-income students. [21] Latinos are more likely than white or African-American students to begin postsecondary study at community colleges than at four-year institutions.
The study did not find an increase in racial balance. Racial unequality remained stable. Researcher Kori Stroub found that the "racial/ethnic resegregation of public schools observed over the 1990s gave way to a period of modest reintegration," but segregation between school districts increased even though within-district segregation is low. [39]
According to the Education Longitudinal Study, "teacher expectations [are] more predictive of college success than most major factors, including student motivation and student effort". [2] Grading bias can be detected by comparing the outcome of exams where the teacher knows the student's characteristics with blind exams where the student is ...