Closing the Racial Achievement Gap:The Role of Reforming Instructional Practices

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Abstract

No Child Left Behind calls for schools to close the achievement gap between races in math and reading. One possible way for schools to do so is to encourage their teachers to engage in practices that disproportionately benefit their minority students. The current study applies the technique of Hierarchical Linear Modeling to a nationally representative sample of 13,000 fourth graders who took the 2000 National Assessment of Educational Progress in mathematics to identify instructional practices that reduce the achievement gap. It finds that, even when taking student background into account, various instructional practices can make a substantial difference.

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How to Cite
Wenglinsky, H. (2004). Closing the Racial Achievement Gap:The Role of Reforming Instructional Practices. Education Policy Analysis Archives, 12, 64. https://doi.org/10.14507/epaa.v12n64.2004
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Author Biography

Harold Wenglinsky, Hunter College

Harold Wenglinsky is currently an Associate Professor at the Hunter College School of Education. After receiving his Ph.D. in sociology at New York University, he was awarded a postdoctoral fellowship by Educational Testing Service to study the National Assessment of Educational Progress. He subsequently became a research scientist and then Director of the Policy Information Center, a research think tank housed at ETS. He worked at ETS for seven years before joining the Baruch College faculty in 2002. He is the author of numerous nationally recognized publications and has been the principal investigator of numerous projects, including two funded by the National Science Foundation. His primary expertise is in the analysis of large-scale databases to address issues of educational policy and practice, such as the roles of teachers and families in schools.