The purpose of this study was to investigate the differences in the achievement gap between Black and White students at two elementary schools in an urban school district in Georgia, utilizing Adequate Yearly Progress (AYP) school improvement reports for the academic years 2002--2003 through 2004--2005. AYP reports are based on the performance of third, fourth and fifth grade students on the Reading/English language arts and math portions of the Georgia Criterion Referenced Competency Tests (GCRCT) taken each year. A school's success is determined by the maximum failure rate in these content areas known as the Annual Measurable Objective (AMO). The AMO is a set target that all schools must meet. The targeted participants were third, fourth and fifth grades at, predominantly Black elementary school and at a predominantly White school. Additionally, the performance of the two schools was compared to that of the state and the county. Descriptive statistics and the chi-square method were used in this study to describe differences seen each year within the subgroups and at each school. One finding from the study was that the AYP school improvement reports indicated that Reading/English language arts content area saw greater improvement overall within all the reference groups. One difference noted between the schools was that School A and also the Black subgroup, was less likely to see students most frequently score at the exceeding level on the Georgia Criterion Referenced Competency Tests (GCRCT). An additional finding was that a more significant achievement gap was seen at School B compared to School A. A recommendation from this study was that the school district investigates the practices of School A because the demographics of that school are representative of a majority of the elementary schools in that district. Another recommendation was that the school district and schools similar to School B analyze their data analysis strategies to effectively include all subgroups. This analysis should guide instruction and be an intricate part of developing a standard effective school improvement model in all schools regardless of current Adequate Yearly Progress (AYP) status.Racial Comparison for Mathematics in School A (2003a2004) 116 Table 15. ... 4th Grade Students in Math on the GCRCT Table E. Comparison of Racial Subgroup Proficiency to Average of Proficiency of 170 5th Grade Students in Readinganbsp;...
|Title||:||Interpreting the Progress of Black and White Students on the Georgia Criterion-Referenced Competency Tests|
|Publisher||:||ProQuest - 2006|