Racial achievement gap in the United States. The racial achievement gap in the United States refers to the educational disparities between various ethnic groups. It manifests itself in a variety of ways: among students, blacks and Hispanics are more likely to receive lower grades, score lower on standardized tests, drop out of high school, and they are less likely to enter and complete college than whites, who similarly score lower than Asians. However, the racial achievement gap remains because not all groups of students are advancing at the same rates. Evidence of the racial achievement gap has been manifested through standardized test scores, high school dropout rates, high school completion rates, college acceptance and retention rates, as well as through longitudinal trends. While efforts to close the racial achievement gap have increased over the years with varying success, studies have shown that disparities still exist between achievement levels of minorities compared to White counterparts. Early schooling years. While both Hispanics and blacks scores have significantly lower test scores than their white counterparts, Hispanic and black have scores that are roughly equal to each other. In a study published in 2. Reardon and Galindo (2. The data Reardon and Galindo (2. ECLS- K, sponsored by the National Center for Education Statistics. The ECLS- K contains data on a nationally representative sample of approximately 2. Students in the sample were assessed in reading and mathematics skills six times from 1. The content areas of the tests are based on the National Assessment of Educational Progress (NAEP) fourth- grade content areas, adapted to be age appropriate at each grade level. The assessments were scored using a three- parameter Item Response Theory (IRT) model. Reardon and Galindo (2. Hispanic and black students begin kindergarten with math scores three quarters of a standard deviation lower than those of white students and with reading scores a half standard deviation lower than those of white students. Six years later, Hispanic- white gaps narrow by roughly a third, whereas black- white gaps widen by about a third. More specifically, the Hispanic- white gap is a half standard deviation in math, and three- eighths in reading at the end of fifth grade. The trends in the Hispanic- white gaps are especially interesting because of the rapid narrowing that occurs between kindergarten and first grade. Specifically, the estimated math gap declines from 0. In the four years from the spring of first grade through the spring of fifth grade, the Hispanic- white gaps narrow slightly to 0. North Carolina requires all students to take standardized achievement tests in both math and reading at the end of every grade between grades 3 and 8. In order to make comparisons across years, Clotfelter (2. On this normalized scale, positive scores denote above- average performances relative to the statewide average, and negative scores denote below- average performance. Analysis by Clotfelter (2. Asians, Hispanics, and blacks. The white- black achievement gap in math scores is about half a standard deviation, and the white- black achievement gap in reading is a little less than half a standard deviation. By fifth grade, Hispanic and white students have roughly the same math and reading scores. By eighth grade, scores for Hispanic students in North Carolina surpassed those of observationally equivalent whites by roughly a tenth of a standard deviation. Asian students surpass whites on math and reading tests in all years except third and fourth grade reading. These differences in initial status are compounded by differences in reading gains made during high school. Specifically, between ninth and tenth grades, white students gain slightly more than black students and Hispanic students, but white students gain less than Asian students. Between tenth and twelfth grades, white students gain at a slightly faster rate than black students, but white students gain at a slower rate than Hispanic students and Asian students. Between eighth and tenth grade, black students and Hispanic students make slower gains in math than white students, and black students fall farthest behind. Asian students gain 2. Some of these differences in gains persist later in high school. For example, between tenth and twelfth grades, white students gain more than black students, and Asian students gain more than white students. There are no significant differences in math gains between white students and Hispanic students. By the end of high school, gaps between groups increase slightly. Specifically, the initial 9- point advantage of white students over black students increases by about a point, and the initial advantage of Asian students over white students also increases by about a point. Essentially, by the end of high school, Asian students are beginning to learn intermediate- level math concepts, whereas black and Hispanic students are far behind, learning fractions and decimals, which are math concepts that the white and Asian students learned in the eighth grade. Black and Hispanic students end twelfth grade with scores 1. Since the 1. 96. 0s, the population of students taking these assessments has become increasingly diverse. Consequently, the examination of ethnic score differences have been more rigorous. On average, they score about . Asian American students performance were comparable to those of White students except Asian American students performed one quarter standard deviation unit lower on the SAT verbal section, and about one half a standard deviation unit higher in the GRE Quantitative test. The trends show both gaps widen in mathematics as students grow older, but tend to stay the same in reading. Furthermore, the NAEP measures the widening and narrowing of achievement gaps on a state level. When you start working out you have to be filled with energy to be able to exercise for at least 20-30 minutes, without feeling like you want to quit and go for a nap. There are certain foods and drinks that help with this. How the simple act of sharing personal stories can help uncover divisive thoughts buried deep within ourselves. Many racial and ethnic groups in the United States, including blacks, Hispanics, Asians, American Indians, and others, have historically faced severe discrimination—pervasive and open denial of civil, social, political. From 2. 00. 7 to 2. The percentage of students who were event dropouts decreased from 1. However, despite some year- to- year fluctuations, the percentage of students dropping out of school each year has stayed relatively the same since 1. Data from the October 2. Current Population Survey (CPS) show that black and Hispanic students were more likely to have dropped out of high school between October 2. October 2. 00. 1 than were white or Asians/Pacific Islander students. During this period, 6. Hispanic high school students dropped out compared to 4. Asian/Pacific Islander high school students. In October 2. 00. These individuals accounted for 1. United States in 2. In 1. 97. 2, the white status dropout rate was 4. Because the black rate declined more steeply than the white rate, there has been a narrowing of the gap between the dropout rates for blacks and whites. However, this narrowing occurred in the 1. The percentage of Hispanics who were status dropouts has remained higher than that of blacks and whites in every year since 1. Even though Hispanics represented approximately the same percentage of the young adult population as did blacks, Hispanics were disproportionately represented among status dropouts in 2. Also in 2. 00. 1, the status dropout rate for Asians/Pacific Islanders ages 1. Specifically, the status rate for Asians/Pacific Islanders was 3. Hispanics, 1. 0. 9% for blacks, and 7. Status completion rates increased from 8. Part of a series of articles on Racial segregation; South Africa; Apartheid legislation; Bantustan; Bantu Education Act; Group Areas Acts; Pass laws; United States; Separate but equal; Sundown town; Black Codes; Jim Crow laws. Aversive racism is a form of implicit racism in which a person's unconscious negative evaluations of racial or ethnic minorities are realized by a persistent avoidance of interaction with other racial and ethnic groups. Since 1. 99. 1, the rate has shown no consistent trend and has fluctuated between 8. High school status completion rates for white and black young adults increased between the early 1. Specifically, status completion rates for white students increased from 8. Since 1. 99. 0, white completion rates have remained in the range of 8. In 2. 00. 1, 9. 1. The percentage of black students completing high school rose from 7. The gap between black and white completion rates narrowed between 1. In 2. 00. 1, 6. 5. Hispanic 1. 8- through 2. This percentage compares to 9. Asians/Pacific Islanders. Essentially, in 2. Asians/Pacific Islanders were more likely than their black and Hispanic peers to have completed high school. Also, whites completed high school at a higher rate than both blacks and Hispanic students. Black students completed high school at a higher rate than Hispanics. The 4- year completion rate calculation is dependent on the availability of dropout estimates over a 4- year span, and current counts of completers. Because dropout rate information was missing for many states during the 4- year period considered by the US Department of Education, 4- year completion rate estimates for the 2. Since data were not available from all states, an overall national rate could not be calculated. However, among reporting states, the high school 4- year completion rates for public school students ranged from a high of 9. North Dakota to a low of 6. Louisiana. In 1. 99. SAT was 4. 91 for whites, 5. Asians, 3. 85 for blacks, and 4. Mexican Americans. Asians, 2% of blacks, 3% of Mexican Americans, and 3% of Native Americans scored above 6. SAT verbal section in 1. Specifically, they found that about 7. White students who have completed high school enrolled in college the same year, compared to 4. Black students, and 5. Hispanic students. Hispanic and Asian/Pacific Islanders student enrollment have experienced the most growth since 1. From 1. 97. 1 to 1. In 1. 99. 0, blacks scored an average of 2. On NAEP math tests in 1. In 1. 99. 0, black average score was 2. For Hispanics, the average NAEP math score for seventeen- year- olds in 1. In 1. 99. 0, the average score among Hispanics was 2. Data from the 1. 99. NAEP Mathematics Assessment Tests show that among twelfth graders, Asians scored an average of 3. Hispanics, and 2. Native Americans. Specifically, 1. 3% of Asians performed at level of 3. Hispanics did so. Overall, the White- Hispanic and the White- Black gap for NAEP scores have significantly decreased since the 1. In terms of achieving proficiency, gaps between subgroups in most states have narrowed across grade levels, yet had widened in 2. Racial Diversity, Ethnic Diversity. Generally when someone begins speaking about diversity in the workplace, thoughts of Affirmative Action, racial diversity, or even sexual equality are usually foremost in our thoughts. Defining Diversity. One of the best definitions for diversity I have come across says, “Diversity is the mosaic of people who bring a variety of backgrounds, styles, perspectives, values, and beliefs as assets to the groups and organizations with which they interact ” (Rasmussen, 1. Any organization operates within larger cultural frameworks, and the employees in that organization bring their cultural influence with them. But eventually, diversity management should be incorporated into normal leadership training or mentoring programs. However, as adults, we are now able to make our own decisions about what we do and do not believe, and how to act on those decisions, rather than continuing the habit of “fitting in” (Rasmussen, 1. Unacceptable conduct must be identified and prohibited. M., & Palma- Rivas, N.
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