Achievement within education is very varied across cultures, with some such as Chinese and Indian students performing above the average, and African-Caribbean and Pakistani students performing well below average. Social class and material factors — Minority ethnic children are more likely to live in low-income households. This means they face the problems that Douglas highlighted, the material factors, such as poor quality housing, no working space etc. Language — For many children of an ethnic minority English is not their mother-tongue.
The 4-year completion rate calculation is dependent on the availability of dropout estimates over a 4-year span, and current counts of completers. Because dropout rate information was missing for many states during the 4-year period considered by the US Department of Education, 4- year completion rate estimates for the school year are only available for 39 states.
Since data were not available from all states, an overall national rate could not be calculated. However, among reporting states, the high school 4-year completion rates for public school students ranged from a high of Inthe average SAT scores on the math section were for Asian-Americansfor whites, for Hispanic Latinos and for blacks.
In a perfectly equal distribution, the racial breakdown of scores at every point in the distribution should ideally mirror the demographic composition of test-takers as whole i. If the exam was redesigned to increase score variance add harder and easier questions than it currently hasthe achievement gap across racial groups could be even more wider and pronounced.
In other words, if the math section was scored between 0 andwe might see more complete tails on both the right and the left.
More East Asians score between and than score between andsuggesting that many East Asians of TaiwaneseJapaneseKorean and Han Chinese descent could be scoring high above if the test allowed them to.
From tothe black-white reading gap shrank by almost one half and the math gap by almost one third. Inblacks scored an average ofand whites scored an average of points.
On NAEP math tests inblacks scored an average ofand whites scored Inblack average score was and whites scored an average of points. For Hispanics, the average NAEP math score for seventeen-year-olds in was and for whites. Inthe average score among Hispanics was compared with for whites.
Data from the NAEP Mathematics Assessment Tests show that among twelfth graders, Asians scored an average of points compared with points for whites, for blacks, for Hispanics, and for Native Americans. In reading, the gap for year-olds was narrowed by 24 points from to The Hispanic-White Gap demonstrates: In reading, the gap for year-olds was narrowed by 15 points from to Furthermore, subgroups showed predominant gains in 4th grade at all achievement levels.
The progress made in elementary and middle schools was greater than that in high schools, which demonstrates the importance of early childhood education. Greater gains were seen in lower-performing subgroups rather than in higher-performing subgroups. Similarly, greater gains were seen in Latino and African American subgroups than for low-income and Native American subgroups.
Theories about the origin of the racial achievement gap[ edit ] Further information: This report was commissioned by the U.
Department of Education in to investigate whether the performance of African-American students was caused by their attending schools of a lesser quality than white students. In Poor EconomicsBanerjee and Duflo explain the two families of arguments surrounding education of underserved populations.
These include family background and culture, which shape perceptions and expectations surrounding education.The achievement gap in the United States is the observed, Status and Trends in the Education of Racial and Ethnic Groups (Source: United States Department of Education - ) Race Associate's degree Bachelor's degree Master's degree First professional degree Cumulative %.
Poverty, ethnicity and education. (returns) for people from different ethnic groups who achieve the same qualification level, and shows that there are different attainment outcomes for different ethnic groups at every greater extent than any other ethnic groups. The educational under-achievement of.
“ethnic differences in educational achievement are primarily the result of school factors” groups are just few of the many groups that mankind has created to create a division amongst human beings. The use of groups may seem convenient, but when used too frequently they become less accurate.
This essay therefore. "Race", Ethnicity and Educational Achievement document begins with quite a long discussion of the concepts of "Race" and Ethnicity followed by data on patterns of ethnic educational achievement and an essay on Ethnicity and Educational Achievement.
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Using the information from the items and elsewhere, asses the view that it is schools themselves that are the cause of differences in achievement amongst ethnic groups Both factors in school and outside school affect ethnic achievement such as, the curriculum, material and cultural factors, labelling and racism in school; all of these affect ethnic minorities’ achievement within school.