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Citation: Braun, H., Chapman, L., Vezzu, S. (2010). The Black-White achievement gap revisited Education Policy Analysis Archives,18 (21). Retrieved [date], from http://epaa.asu.edu/ojs/article/view/772Abstract: This study examines trends in Black student achievement and in the Black-White achievement gap over the period 2000 to 2007, employing data from ten states drawn from the NAEP Grade 8 mathematics assessments. Results are obtained for three levels of aggregation: the state, school poverty stratum within the state, and schools within poverty stratum. In addition, information on the ten states' education policies for the period 1998 to 2005 was compiled. States relative ranks on the overall strength of their reform efforts were compared to their relative ranks with respect to their success in improving Black student achievement and in reducing the BlackWhite achievement gap. This study constitutes an extension of earlier work that considered the same issues for the period 1992 to 2000 and, thus, offers a unique comparison between the pre-NCLB era and the present one. Although the ten states certainly differed in their outcomes, the general picture at all three levels of aggregation is quite clear: The achievement gaps are substantial and the introduction of federally mandated high stakes test-based accountability through No Child Left Behind has had a very modest impact on the rates of improvement for Black students and on the pace of reductions in the achievement gaps between Black students and White students. results. It appears there is a need for both fresh thinking on education reform and a more concerted effort to collect comprehensive longitudinal information on states' education policies. Keywords: NAEP; NCLB; achievement gap; state education policies; hierarchical analyses.Revisitando la brecha en el rendimiento de estudiantes negros y blancos Resumen: Este estudio examina las tendencias en el rendimiento académico de estudiantes negros y la brecha en el rendimiento de los estudiantes negros y blancos en el período 2000 a 2007, utilizando datos de las evaluaciones NAEP de Matemáticas para el octavo grado en diez estados. Se obtuvieron resultados para tres niveles de agregación: estatal, estrato de pobreza de la escuela en el estado, y escuelas dentro del estrato de pobreza. Además, se compiló la información sobre las políticas de educación en los diez estados para el período 1998 a 2005. El ranking relativo de la fortaleza de los esfuerzos de reforma de los estados se comparó con las mejoras de rendimiento de los estudiantes negros y con la reducción de la brecha de logros académicos de los estudiantes negros-Blancos. Este trabajo es una continuación de trabajos previos que consideraron los mismos temas para el período 1992 a 2000 y, por tanto, ofrece una única comparación entre la era pre-NCLB y la actual. Aunque los diez estados difieren en sus resultados, el cuadro general en los tres niveles de agregación es bastante claro: las brechas académicas son importantes y la introducción del mandato fed...

This investigation uses student course evaluations to examine the relationship between class size and perceived student learning, after student effort and instructor quality have been taken into account. This study found that despite the efforts by students and instructors, class size had a significant negative relationship with perceived student learning.

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