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School accountability and the black-white test score gap.

S Michael Gaddis1, Douglas Lee Lauen2

  • 1Robert Wood Johnson Foundation Scholars in Health Policy Research, University of Michigan, United States; Department of Sociology, The Pennsylvania State University, United States.

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PubMed
Summary

The No Child Left Behind Act (NCLB) reduced racial achievement gaps by improving Black students' test scores without negatively impacting White students' performance. School resources and composition influenced the effectiveness of these interventions.

Keywords:
Academic achievementAchievement gapEducational inequalityNCLBRacial inequalitySchool accountability

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Area of Science:

  • Education Policy
  • Educational Psychology
  • Sociology of Education

Background:

  • The black-white achievement gap has been a persistent issue since the 1960s, with research examining familial, neighborhood, and school influences.
  • The No Child Left Behind Act (NCLB) intensified pressure on schools to close achievement gaps by 2014, despite some researchers' skepticism about schools' capacity to do so.

Purpose of the Study:

  • To investigate the impact of NCLB's accountability pressure on the black-white achievement gap in North Carolina public schools.
  • To determine if subgroup-specific accountability measures influenced changes in math and reading test score disparities.

Main Methods:

  • Utilized a school-level panel dataset encompassing all North Carolina public elementary and middle schools from 2001 to 2009.
  • Employed difference-in-difference models with school fixed effects to analyze the effects of accountability pressure.

Main Results:

  • Accountability pressure was found to reduce the black-white achievement gap by increasing mean black student achievement while not harming mean white student achievement.
  • No significant differential effects of accountability pressure were observed based on school racial composition.
  • Schools with more affluent student populations demonstrated greater success in reducing the black-white math achievement gap.

Conclusions:

  • School-based interventions show potential for closing test score gaps.
  • School composition and available resources significantly influence the effectiveness of interventions aimed at reducing racial inequality in academic achievement.