Comments Black Brains Matter:
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 school year are only available for 39 states. 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 Inthe average SAT scores on the math section were for Asian-Americansfor whites, for Hispanic Latinos and for blacks.
In a perfectly equal distribution, the racial breakdown of scores at every point in the distribution should ideally mirror the demographic composition of test-takers as whole i. If the exam was redesigned to increase score variance add harder and easier questions than it currently hasthe achievement gap across racial groups could be even more wider and pronounced.
In other words, if the math section was scored between 0 andwe might see more complete tails on both the right and the left. More East Asians score between and than score between andsuggesting that many East Asians of TaiwaneseJapaneseKorean and Han Chinese descent could be scoring high above if the test allowed them to.
From tothe black-white reading gap shrank by almost one half and the math gap by almost one third. Inblacks scored an average ofand whites scored an average of points.
On NAEP math tests inblacks scored an average ofand whites scored Inblack average score was and whites scored an average of points.
For Hispanics, the average NAEP math score for seventeen-year-olds in was and for whites. Inthe average score among Hispanics was compared with for whites. Data from the NAEP Mathematics Assessment Tests show that among twelfth graders, Asians scored an average of points compared with points for whites, for blacks, for Hispanics, and for Native Americans.
In reading, the gap for year-olds was narrowed by 24 points from to The Hispanic-White Gap demonstrates: In reading, the gap for year-olds was narrowed by 15 points from to Furthermore, subgroups showed predominant gains in 4th grade at all achievement levels.
The progress made in elementary and middle schools was greater than that in high schools, which demonstrates the importance of early childhood education. Greater gains were seen in lower-performing subgroups rather than in higher-performing subgroups.
Similarly, greater gains were seen in Latino and African American subgroups than for low-income and Native American subgroups. Income[ edit ] Research that was conducted shows that income is a factor that affects the racial achievement gap. Black and Hispanic students tend to come from low-income communities and they also tend to be behind white students in terms of math and reading scores.
Another piece of evidence is that when you compare the gap between white and minority students with similar family economic backgrounds, the achievement gap results are different.
This is due to the fact that even within racial groups, there are differences in economic statuses. Family income was able to explain most of the evidence that was shown. Since there is already research on both factors separately, it is important to look at the intersection between them in order to further understand the achievement gap.
Paschall believes that these findings are important in the development of educational policies that try to reduce the achievement gaps. This report was commissioned by the U.
Department of Education in to investigate whether the performance of African-American students was caused by their attending schools of a lesser quality than white students. In Poor EconomicsBanerjee and Duflo explain the two families of arguments surrounding education of underserved populations.
These include family background and culture, which shape perceptions and expectations surrounding education.Why Are Hispanic and African-American Dropout Rates So High?
The proportion of students who do not graduate from high school is dramatically higher among the two largest minority groups, Hispanics and African-Americans, compared to non-. Dropout rates. Question: What are the dropout rates of high school students?
Response: The status dropout rate represents the percentage of to year-olds (referred to as youth in this Fast Fact) who are not enrolled in school and have not earned a high school credential (either a diploma or an equivalency credential such as a GED certificate).
NSUWorks Citation. Otis L. Smallwood. An Investigation of the Dropout Rates of Caucasian High School Students in a Rural North Carolina High School.
Sep 08, · The states with the lowest graduation rates for African-American males were Nevada, Nebraska, Mississippi, Indiana, and South Carolina, where rates for black males were 51 percent or less. Unacceptably low levels of students of color, low-income, English language learners (ELL), and students with disabilities are graduating from high school.
 Graduation rates for students with disabilities and ELL students remain in the mids. Black Brains Matter: Why Are Graduation Rates So Low? The latest report from the Schott Foundation for Public Education shows that 40 percent of African American males drop out of high school.
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