Racial Achievement Disparities in Mathematics Pre and Post the Common Core–Aligned Assessments

• In Event: AERA Roundtable Session 7
  In Roundtable Session: STEM: Making STEM Accessible in the Face of Adversity

Abstract

Racial disparities in mathematics achievement have been a long-standing issue in the United States. Yet, we have a very limited understanding of racial disparities since the wide adoption of Common Core State Standards (CCSS) throughout the country. Using longitudinal data from 23 diverse districts in California, our research investigates how racial achievement disparities in mathematics in grades 3-8 and 11 have shifted in the transition to the Smarter Balanced Assessments (SBAC) for the Common Core State Standards for Mathematics (CCSSM). Although we found no evidence of SBAC introducing additional racial disparities, the trends within the post-SBAC years suggest that the preexisting racial disparities have widened.

Authors

• Anna Emilia Bargagliotti, Loyola Marymount University

• Cassandra M. Guarino, University of California - Riverside

• Hana Kang, University of California - Riverside

• Yiwang Li, University of California - Riverside

• Thomas M. Smith, Vanderbilt University