Attacking the African American-White Achievement Gap on College Admissions Tests

2003 ◽  
Vol 2003 (1) ◽  
pp. 215-238 ◽  
Author(s):  
Michael T. Nettles ◽  
Catherine M. Millett ◽  
Douglas D. Ready
2009 ◽  
Vol 12 (6) ◽  
pp. 2156759X0901200
Author(s):  
Rita Schellenberg ◽  
Timothy Grothaus

In this article, standards blending–-the integration of core academic and school counseling standards–-is demonstrated as a culturally responsive strategy to assist in closing the achievement gap for a group of third-grade African American males. The small-group intervention described resulted in knowledge gains in both the school counseling and academic curriculum content areas. All participants also reported experiencing increased self-esteem.


2009 ◽  
Vol 16 (3) ◽  
pp. 134-139
Author(s):  
Danny Bernard Martin

To the detriment of young African American learners, racial achievement gap rhetoric impacts social constructs in American classrooms. In my opinion, recent mathematics education reforms, despite equity-oriented rhetoric expressing concern for all children (NCTM 1989, 2000; RAND Mathematics Study Panel 2003), have instead helped foster an environment where African American children continue to be viewed as intellectually inferior and mathematically illiterate, usually in relation to children who are identified as white or Asian.


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