Improvements in Academic Achievement Among African American Students Over Time: National Data and an Urban Case Study

An underlying assumption made in this article by Stringfield is that tests and test scores themselves are neither "good" nor "bad." Rather, test data can either be productively or harmfully used by individuals and groups with varying social agendas. While there exist scattered ex...

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Bibliographic Details
Published in:The Journal of Negro education 2007-07, Vol.76 (3), p.306-315
Main Author: Stringfield, Sam
Format: Article
Language:English
Subjects:
Academic Achievement
Academic achievement gaps
Achievement Gains
Achievement Tests
Affirmative action
African American education
African American Students
African Americans
At risk students
Blacks
Case Studies
Children
Civil rights
Datasets
Educational attainment
Educational Environment
Educational reform
Equal Education
History
History instruction
Learning
Maryland
Mathematics Achievement
National Competency Tests
No Child Left Behind Act 2001-US
Part 1: The Historical Legacy of The Journal and Contemporary Black Education
Politics
Reading Achievement
School systems
Scores
Standardized Tests
Students
Test scores
Tests, Educational
United States
United States history
Urban Areas
Urban schools
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Summary:An underlying assumption made in this article by Stringfield is that tests and test scores themselves are neither "good" nor "bad." Rather, test data can either be productively or harmfully used by individuals and groups with varying social agendas. While there exist scattered examples of misuses of test score data, in this article the author focuses on three examples of test score uses that have largely resulted in what have been a net public good. The examples used have been selected from the most recent 40-year period.
ISSN:0022-2984
2167-6437