School District Achievement Performance and Educational Opportunity: A QuantCrit Analysis

• In Event: Fairmont Roundtable Session One
  In Roundtable Session: Revisiting Assessment and Achievement Through a Structural Lens: Disparate Outcomes and Opportunities (Table 13)

Abstract

The U.S. public education system is shaped by federal policies that legislate the utility of high stakes accountability measures to determine student growth and achievement. Research indicates that students with disabilities, Black students, Native American students, and English learners are underperforming on standardized assessments. We address the complexity of academic achievement over time using latent growth modeling and growth mixture modeling and the SEDA datasets on Mathematics and Reading Language Arts achievement from the 2008-2009 through 2017-2018 school years. Findings are discussed to understand the consequences of achievement data through the critical theoretical analytical frames of coloniality and QuantCrit to illuminate the structural, historical, and sociopolitical influences and the inequities and injustices that may be detrimental to students’ performance.

Authors

• Karen Ramlackhan, University of South Florida
  Presenting Author

• Yan Wang, University of Massachusetts - Lowell
  Presenting Author