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Journal Article: The contextual effects of socioeconomic status on student achievement test scores by race

Categories

Education, School children/Social and economic status, Student achievements/Elementary schools, Tests and scales/Social aspects, Metropolitan achievement tests, Middle school students/Social and economic status, Student achievements/Middle schools

Authors

Willie, Charles Vert

Published

2001, September

Abstract

A study examined the contextual impact of socioeconomic status on student achievement test scores by race. Data were obtained from black and white students in public elementary and middle schools in Charleston County, South Carolina, who performed above the national norm on the Metropolitan Achievement Test (MAT). Results revealed that, for both black and white students, the lowest proportion of students scoring above the national norm on the MAT was found in poverty-concentrated schools and the highest proportion was found in affluent-concentrated schools. However, results showed a gap of 36 percentage points between the proportion of blacks who scored above the national norm and the proportion of whites who had similar scores and that this gap was more or less constant in high, middle, and low socioeconomic schools. Implications of the results are presented.

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