Standardized Reading Tests: Counterexamples in the Analysis of Achievement Gap Data

• In Event: 46.016 - Minority Achievement in K–12 Education

Abstract

An alternative approach to analyzing the race/ethnicity achievement gap is to analyze data within a population that is smaller, with less variance, or with similar academic outcomes (e.g. ESOL and Special Education students require entrance/exit testing). This study investigates whether an achievement gap exists among students who are identified for an English for Speakers of Other Languages program (ESOL), Special Education (SE), or students who are identified for both (ELL-SE). Using ANOVA tests, differences in performance of ELL, SE, and ELL-SE subgroups by race are revealed. Critical race theory and sociolinguistic theory are the lenses that frame the research, and a statewide assessment and a Scholastic Reading Inventory (SRI) serve as the assessment tools.

Author

• Ebony Terrell Shockley, University of Maryland - College Park