Evaluating the achievement gap: Have accountability standards in NCLB narrowed the academic divide between majority and minority female learners in south Texas?

摘要

Rigorous guidelines, which stipulate that public school systems be held accountable for student achievement sustain the federal No Child Left Behind Act of 2001. The design of NCLB concentrates on closing the achievement gap between majority and minority learners primarily by integrating best practices in learning and teaching. Specific mandates focusing on accountability in the NCLB require states to help disadvantaged and historically underserved students reach academic proficiency. States are also required to demonstrate student achievement with quantitative evidence. To date, all states have chosen utilize standardized test results as the primary quantitative indicator of student learning (Banicky and Foss, 2000). Harris & Herrington (2006) have identified minority learners be "at-risk" and as the largest group to comprise the achievement gap while Kosar (2003) identifies minority learners as the largest group at-risk of not advancing academically or dropping out of school. Unfortunately, students defined as at-risk also form the largest number of minority learners in Texas and have been the largest number of participants in programs funded through Title I federal funds. This study will use quantitative research methods and existing data sets to examine at-risk student achievement on TAKS math tests over a five-year period. The learning gap between majority female learners (Caucasians) and the largest minority group (Hispanics) (TEA, 2007b) will be examined to ascertain whether Title I programs have helped to close the achievement gap.