A National Assessment of Heterogeneity in Black Student Academic Outcome

• In Event: AERA Roundtable Session 8
  In Roundtable Session: Indicators of Academic Achievement and the Promotion of Educational Equity

Abstract

We use hierarchal linear modeling, factor analysis, and standardized test score data from the Stanford Education Data Archive Version 2.1, which includes population data on educational contexts/outcomes for districts in the United States, to address the following research question: How much do districts vary with respect to the average academic achievement, average improvement rate, and average learning rate of Black students (Black-Black Achievement Gaps)? Findings in this study suggest that there is not only substantial heterogeneity in average district level Black student academic achievement, improvement rate, and learning rate nationally but that there are 54 districts where average district level Black student academic achievement, improvement rate, and learning rate are all at or above the national average for all students.

Authors

• Darnell Leatherwood, University of Chicago

• Anmin Hui, The University of Chicago