Two steps forward, one step back: Race/ethnicity and student achievement in education policy research

被引：17

作者：

Baker, BD ^{[1
]}

Keller-Wolff, C ^{[1
]}

Wolf-Wendel, L ^{[1
]}

机构：

[1] Univ Kansas, Dept Teaching & Leadership, Lawrence, KS 66045 USA

来源：

EDUCATIONAL POLICY | 2000年 / 14卷 / 04期

关键词：

D O I：

10.1177/0895904800144004

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The goal of this study is to bring the discussion of ethnic heterogeneity and the racial/ethnic classification of students for research purposes into the education policy arena. The relationship between race and ethnicity and academic achievement is focused on in particular The heterogeneity of academic performance in reading and math is demonstrated between subgroups of Hispanic and Asian/Pacific Island students, using the National Educational Longitudinal Study of 1988 (NELS '88). In the care of both the Hispanic and Asian/Pacific Island aggregate groups there are substantial, though not always statistically significant, academic performance differences among ethnic subgroups, with a range of math performance among Hispanic subgroups of 10.7 points (mean score = 34.4) between Cuban and Puerto Rican students and a range of math performance among Asian/Pacific Island students of 15.3 points (mean score 41.0) between West Asian and Pacific Island students.

引用

页码：511 / 529

页数：19

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