Examining the Hispanic-White Achievement Gaps in Large Urban School Districts Using NAEP Data

• In Event: A Closer Look at the Hispanic–White Achievement Gaps Using NAEP Data

Abstract

The purpose of this paper is to examine performance gaps between Hispanic and White students in urban districts, and explore background variables related to the gaps, using data from National Assessment of Educational Progress (NAEP). While NAEP does not generally report scores for districts, it does so for large districts that elect to participate in NAEP’s Trial Urban District Assessment (TUDA). In 2003, 10 districts participated in the TUDA. In 2005 one district was added and in 2009 seven more for a total of 18 participating districts. In 2009, among the 18 participating TUDAs, the percent of Hispanic students ranged from 3 percent (Baltimore) to 77 percent (Los Angeles).

The research questions explored in this research are described below:

1. Has the Hispanic-White achievement gap in urban districts represented in NAEP’s TUDA narrowed? Are there any variations across districts in the trend of gaps?
This is the primary focus of the paper. Among the 10 districts participating in both the 2003 and 2009 TUDA, preliminary evidence from NAEP shows very modest narrowing of the gap over this time.

2. How does the overall Hispanic-White gap compare to the gaps between students in relevant sub-populations?
It is known that certain student characteristics are related to achievement. This research question breaks down the Hispanic-White gap for those relevant sub-populations by English language learners (ELL) status and eligibility for the National School Lunch Program (NLSP) which is a measure of socio-economic status.

3. How has the population of Hispanics and Whites in the TUDAs changed?
This research question seeks to look for important trends in the White and Hispanic populations. This paper examines the percent of the districts that are Hispanic and White in each district as well as changes in important contextual factors such as ELL and NSLP status. Preliminary results for the 10 TUDA districts that participated in both 2003 and 2009 show that the range of change of the percent of students that were White was a decrease of 5 percentage points (Charlotte) to an increase of 5 percentage points (District of Columbia). The range of change from 2003 to 2009 of the percent of students that were Hispanic was an increase of 1 percentage point (San Diego) to 9 percent (Charlotte).

4. Is there a gap in resources available to students?
The purpose of this research question is to look at NAEP items that measure educational resources available to the student and to examine if there is a difference in the availability of these resources to Hispanic versus White students. Differences are examined in available NAEP items such teacher certification, experience, and degree.
The data for this study come from the 2003, 2005, 2007, and 2009 NAEP mathematics and reading assessments, grade 4 and 8. To address concerns about differing rates of inclusion on NAEP results across TUDA districts (Forgione 1999; McLaughlin 2000, 2001, 2003), results using NAEP’s Full Population Estimates, which include imputed scores for excluded students, are also presented and discussed (McLaughlin 2003).

Authors

• Sami Kitmitto, American Institutes for Research

• David Miser, American Institutes for Research

• Brittany C Cunningham, Insight Policy Research, Inc.