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Racial diversity in United States schools is the representation of different racial or ethnic groups in American schools.The institutional practice of slavery, and later segregation, in the United States prevented certain racial groups from entering the school system until midway through the 20th century, when Brown v.
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 ...
Public schools have an average math proficiency score of 84% (versus the New York public school average of 54%) and a reading proficiency score of 84% (versus the 54% statewide average).
Racial segregation in schools existed throughout most of American history and remains an issue in contemporary education. During the Civil Rights Movement school integration became a priority, but since then de facto segregation has again become prevalent. [1] School segregation declined rapidly during the late 1960s and early 1970s. [2]
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.
According to Jonathan Kozol, in the early 21st century, US schools have become as segregated as they were in the late 1960s. [16] The Civil Rights Project at Harvard University says that desegregation of US public schools peaked in 1988. As of 2005, the proportion of Black students at schools with a White majority was at "a level lower than in ...
According to American educational psychologist David Berliner, home and community environments have a stronger impact on school achievement than in-school factors, in part because students spend more time outside of school than in school. In addition, the out-of-school factors influencing academic performance differ significantly between ...
US Department of Education data shows that in 2000–2001 at least 13 states exhibited more than 2.75% of African-American students enrolled in public schools with the label of "mental retardation". At that time national averages of Caucasians labeled with the same moniker came in at 0.75%.