School Factors and Their Impact on the Black-White Achievement Gap in Eastern North Carolina

ECU Author/Contributor (non-ECU co-authors, if there are any, appear on document)

June L. Preast (Creator)

Institution

East Carolina University (ECU )

Web Site: http://www.ecu.edu/lib/

Advisor

Christy M. Walcott

Abstract: Since desegregation in the 1960s and 1970s a gap in the test scores between ethnic groups has been identified though it has probably been present for much longer. The gap between the test scores of Blacks and Whites is often termed the Black-White achievement gap. The present study used publicly available test score data from the North Carolina Department of Public Instruction Report Cards of End-of-Grade tests to investigate the presence of the Black-White achievement gap in Eastern North Carolina. The study also investigated the impact school factors (e.g. school size average class size minority composition and AYP classification) may have on the magnitude of the Black-White achievement gap. Data from 141 elementary schools in 23 different counties in Eastern North Carolina were included in this study. White students (M = .78 SD = .10) performed significantly better than Black students (M = .53 SD = .12) on the R/LA EOG t(266) = 24.26 p < .0001. Schools composed of more minority students are significantly less likely to meet the requirements for AYP ([chi]²= 19.13 p < .000). School factors were found to impact 4% of the magnitude of the Black-White achievement gap. The results indicate a significant effect of AYP classification on the magnitude of the Black-White achievement gap p < .05. The results did not find any relationships between the magnitude of the Black-White achievement gap and minority composition school size and average class size.

Additional Information

Publication

Thesis

Date: 2012

Keywords

Educational tests and measurements, Education, Elementary, Educational psychology, Achievement gap, Black, EOGs, Impact, White

Subjects

Educational tests and measurements--North Carolina

Academic achievement--Testing

African Americans--Education--Social aspects--North Carolina

Educational equalization--North Carolina

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