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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 National Center for Educational Statistics has released the "Nation's Report Card," which shows that American children are sliding in their reading skills and barely improving in mathematics.
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 ...
According to the 2004 National Reading Assessment measured by the US Department of Education, the gap between boys and girls, only slightly noticeable in 4th grade, left boys 14 points behind girls during their 12th grade year. [11] On the 2008 test, female students continued to have higher average reading scores than male students at all three ...
According to the National Center for Education Statistics, African American students suffer the most in regards to under-representation at more selective universities. [102] Consider that the cumulative percent change for African American students at open access universities has increased by 113.6 percent since 1994, but that at top tier ...
Conversely, White students were over-represented in gifted education programs by 17% and Asian American minority students being labeled as gifted and talented, but research shows that there is a growing achievement gap between White students and non-Asian students of color. There is also a growing gap between gifted students from low-income ...
In America, standardized tests were designed to sort students based on responses to test questions that were and are racially biased. These tests do not factor in the experiential and cultural knowledge or general ability of the students. Students are placed in vocational, general, or academic tracks based on test scores.
While state reading scores for eighth grade reading had recovered to 2019 levels in 2022, they declined below 2019 levels in 2024, reflecting the state’s ongoing education challenges.