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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 ...
Multiple jeopardy and intersectionality are two related but distinct frameworks that are often confused. While intersectionality, coined by Dr. Kimberlé Crenshaw, describes how different identity factors such as race, gender, and class intersect to create unique forms of discrimination, [5] multiple jeopardy — introduced by Dr. Deborah K. King — focuses specifically on the multiplicative ...
[14] [15] However, males score higher on standardized math tests, and these score gaps also increase with age. Male students also score higher on measures of college readiness, such as the AP Calculus exams [16] and the math section of the SAT. [17] [18] Significant race or sex differences exist in the completion of Algebra I. [19]
Race-norming, more formally called within-group score conversion and score adjustment strategy, is the practice of adjusting test scores to account for the race or ethnicity of the test-taker. [1] In the United States, it was first implemented by the Federal Government in 1981 with little publicity, [ 2 ] and was subsequently outlawed by the ...
Achievement in the United States is often measured using standardized tests. Studies have shown that low performance on standardized tests can have a negative effect on the funding the school receives from the government, and low-income students have been shown to underperform on standardized tests at higher rates than their peers.
One could apply the intersectionality framework analysis to various areas where race, class, gender, sexuality and ability are affected by policies, procedures, practices, and laws in "context-specific inquiries, including, for example, analyzing the multiple ways that race and gender interact with class in the labor market; interrogating the ...
National Assessment of Educational Progress (NAEP); State achievement tests are standardized tests.These may be required in American public schools for the schools to receive federal funding, according to the US Public Law 107-110 originally passed as Elementary and Secondary Education Act of 1965, and currently authorized as Every Student Succeeds Act in 2015.
For example, there have been increasing concerns about the negative effects of stereotype threats on MCAT, SAT, LSAT scores, etc. [15] One effort at mitigation of the negative consequences of stereotype threat involves rescaling standardized test scores to adjust for the adverse effects of stereotypes. [85]