Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 0 |
Since 2016 (last 10 years) | 2 |
Since 2006 (last 20 years) | 2 |
Descriptor
Achievement Gap | 3 |
Academic Achievement | 2 |
Asian American Students | 2 |
Grade 3 | 2 |
Parent Attitudes | 2 |
Program Effectiveness | 2 |
Public Schools | 2 |
Reading Skills | 2 |
Advantaged | 1 |
African American Students | 1 |
American Indians | 1 |
More ▼ |
Source
Wilder Research | 3 |
Publication Type
Reports - Evaluative | 2 |
Reports - Research | 1 |
Education Level
Elementary Education | 3 |
Grade 3 | 3 |
Early Childhood Education | 2 |
Intermediate Grades | 2 |
Middle Schools | 2 |
Primary Education | 2 |
Elementary Secondary Education | 1 |
Grade 1 | 1 |
Grade 2 | 1 |
Grade 4 | 1 |
Grade 5 | 1 |
More ▼ |
Audience
Location
Minnesota | 2 |
Minnesota (Saint Paul) | 1 |
Laws, Policies, & Programs
No Child Left Behind Act 2001 | 1 |
Assessments and Surveys
Minnesota Comprehensive… | 1 |
What Works Clearinghouse Rating
Valorose, Jennifer; Chase, Richard – Wilder Research, 2020
With support from the Blandin Foundation, Invest Early is a comprehensive early childhood collaborative in Itasca County, Minnesota, that serves young children and their families with risk factors that may impede school success. The core services consist of early childhood education, parent education, health services, and extended-day child care,…
Descriptors: Early Childhood Education, Educational Finance, Program Evaluation, At Risk Students
Gozali-Lee, Edith – Wilder Research, 2019
Minnesota has a persistent and substantial student achievement gap based on race and family income. There are also substantial achievement gaps between native English speakers and English learners (Minnesota Compass, n.d.). In 2019, Saint Paul Promise Neighborhood (SPPN) worked with Hmong American Partnership (HAP) and Saint Paul Public Schools…
Descriptors: Achievement Gap, Racial Differences, Ethnicity, Family Income
Mueller, Dan – Wilder Research, 2005
The achievement gap is clearly visible throughout the school years, from grade-school test scores through high school graduation and higher education. It divides American Indian, Asian, Black, Latino, and White students, and it divides the economically advantaged from the disadvantaged regardless of their race/ethnicity. Under the federal No Child…
Descriptors: Public Schools, Federal Legislation, American Indians, Academic Achievement