School Factors and Their Impact on the Black-White Achievement Gap in Eastern North Carolina
type: CreativeWork
description: Since desegregation in the 1960s and 1970s, a gap in the test scores between ethnic groups has been identified, though it has probably been present for much longer. The gap between the test scores of Blacks and Whites is often termed the Black-White achievement gap. The present study used publicly available test score data, from the North Carolina Department of Public Instruction Report Cards of End-of-Grade tests, to investigate the presence of the Black-White achievement gap in Eastern North Carolina. The study also investigated the impact school factors (e.g., school size, average class size, minority composition, and AYP classification) may have on the magnitude of the Black-White achievement gap. Data from 141 elementary schools, in 23 different counties, in Eastern North Carolina were included in this study. White students (M = .78, SD = .10) performed significantly better than Black students (M = .53, SD = .12) on the R/LA EOG, t(266) = 24.26, p < .0001. Schools composed of more minority students are significantly less likely to meet the requirements for AYP ([chi]²= 19.13, p < .000). School factors were found to impact 4% of the magnitude of the Black-White achievement gap. The results indicate a significant effect of AYP classification on the magnitude of the Black-White achievement gap, p < .05. The results did not find any relationships between the magnitude of the Black-White achievement gap and minority composition, school size, and average class size.
abstract: Since desegregation in the 1960s and 1970s, a gap in the test scores between ethnic groups has been identified, though it has probably been present for much longer. The gap between the test scores of Blacks and Whites is often termed the Black-White achievement gap. The present study used publicly available test score data, from the North Carolina Department of Public Instruction Report Cards of End-of-Grade tests, to investigate the presence of the Black-White achievement gap in Eastern North Carolina. The study also investigated the impact school factors (e.g., school size, average class size, minority composition, and AYP classification) may have on the magnitude of the Black-White achievement gap. Data from 141 elementary schools, in 23 different counties, in Eastern North Carolina were included in this study. White students (M = .78, SD = .10) performed significantly better than Black students (M = .53, SD = .12) on the R/LA EOG, t(266) = 24.26, p < .0001. Schools composed of more minority students are significantly less likely to meet the requirements for AYP ([chi]²= 19.13, p < .000). School factors were found to impact 4% of the magnitude of the Black-White achievement gap. The results indicate a significant effect of AYP classification on the magnitude of the Black-White achievement gap, p < .05. The results did not find any relationships between the magnitude of the Black-White achievement gap and minority composition, school size, and average class size.
author: Preast, June L.
keywords: Educational tests and measurements, Education, Elementary, Educational psychology, Achievement gap, Blacks, EOGs, Impact, Whites, End of grade
date published: 2012
date modified: 2026-07-24T02:13:47Z
provider: East Carolina University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: East Carolina University

PropertyValue
property ID: Handle
value: http://hdl.handle.net/10342/3812