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Although Black students' enrollment rate continued increasing, there still evidence today of unequal achievement between white students and students from non-white racial identities, as well as between students from low socioeconomic backgrounds and students from higher socioeconomic backgrounds. [12]
There is also a growing gap between gifted students from low-income backgrounds and higher-income backgrounds. [101] The reasons for the under-representation of African-American, Hispanic-American, and American-Indian students in gifted and talented programs can be explained by recruitment issues/screening and identifying; and personnel issues ...
Research into the causes of the disparity in academic achievement between students from different socioeconomic and racial backgrounds has been ongoing since the 1966 publication of the Coleman Report (officially titled "Equality of Educational Opportunity"), commissioned by the U.S. Department of Education. The report found that a combination ...
Similarly, in 2000, an L.A. student from a low-income family was likely to attend school with 13 middle-class students per every 100. By 2015, the number was 14 middle-class students per every 100.
Issues of structural inequality are probably also at fault for the low numbers of students from underserved backgrounds graduating from college. Out of the entire population of low-income youth in the US, only 13% receive a bachelor's degree by the time they are 28. [8] Students from racial minorities are similarly disadvantaged.
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 ...
Educational equity, also known as equity in education, is a measure of equity in education. [1] Educational equity depends on two main factors. The first is distributive justice, which implies that factors specific to one's personal conditions should not interfere with the potential of academic success.
This theory focuses on the relationship between demographic factors, such as socioeconomic status, gender and ethnicity, and dropout. [6] Boys are much more likely to drop out than girls and dropouts are most likely from a family with a low socioeconomic status. [6] There has been contention over the influence of ethnicity on dropout rates. [6]