Achievement Gaps: How Black and White Students in Public Schools Perform in Mathematics and Reading on the National Assessment of Educational Progress (NAEP)
Vanneman, A., Hamilton, L., Baldwin Anderson, J., and Rahman, T. (2009). Achievement Gaps: How Black and White Students in Public Schools Perform in Mathematics and Reading on the National Assessment of Educational Progress, (NCES 2009-455). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.
In 2007, reading scores for both Black and White public school students in grades 4 and 8 nationwide, as measured by the main assessments of the National Assessment of Educational Progress (NAEP), were higher than in any previous assessment, going back to 1990. White students, however, had higher scores than Black students, on average.
This report uses results from both the main NAEP and the long-term trend NAEP assessments to examine the Black-White achievement gaps, and changes in those gaps, at the national and state levels.
This report provides detailed information on the size of the achievement gaps between Black and White students at both the national and state levels and how those achievement gaps have changed over time.
