The purpose of this study was to proffer the idea to "gaze" past gender and racial achievement gaps by providing a growth-based assessment of the achievement of Black girls. The study aims to elucidate how alternatives to traditional achievement gap analyses can yield information relevant to addressing classroom challenges. This…

The purpose of this study was to utilize an ethnically homogeneous design to examine Black female student U.S. History content-specific knowledge. The study aims to elucidate the importance of singlegroup analyses as an alternative to between-group comparative designs. The present study utilized a critical, quantitative, descriptive research…

The issue that this study addressed is the evaluation of the impact of Imagine Math© upon the closure of learning gaps of English Learners and students of diverse racial backgrounds in mathematics and Algebra. Specifically, the intent of the research was to determine the impact of the adaptive learning program, Imagine Math©, upon student…

This quantitative study examined science interest and achievement of middle school minority females in both traditional science classes and Problem-based Learning (PBL) science classes. The purpose of this study was to determine if there is a significant difference between traditional teaching and the PBL teaching method. The researcher also…

In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Missouri showed across-the-board gains--improvements in both reading and math at the basic, proficient and advanced levels for all racial/ethnic subgroups, low income students, and boys and girls. Results on achievement gaps were mixed. Comparable data were…

This paper profiles the student subgroup achievement and gap trends in Ohio for 2010. In grade 8 math (the only grade in which subgroup trends were analyzed by achievement level), Ohio showed a clear trend of gains for all major subgroups at the basic-and-above, proficient-and-above, and advanced levels, with one exception. In grade 8 reading,…

This paper profiles the student subgroup achievement and gap trends in Mississippi for 2010. Mississippi made changes to its state testing program in the 2007-08 school year. Therefore, subgroup and achievement gap trends could not be calculated because fewer than three consecutive years of data were available, too short a period to constitute a…

This paper profiles the student subgroup achievement and gap trends in Nevada for 2010. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Nevada showed across-the-board gains--improvements in both reading and math at the basic, proficient and advanced levels for all racial/ethnic subgroups, low income…

In New Jersey, achievement gaps narrowed in grade 11 reading and math for all major subgroups, with one exception. Comparable data for grade 11 by subgroup were available for 2002-2009, with a few exceptions. Because the state changed its tests at grades 4 and 8 in recent years, there were too few years of comparable data to determine trends at…

This paper profiles the student subgroup achievement and gap trends in North Carolina for 2010. In grade 8 math (the only grade in which subgroup trends were analyzed by achievement level), North Carolina made gains across the board for all major subgroups at the basic-and-above, proficient-and-above, and advanced levels. Progress in narrowing…

In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Nebraska made gains across the board at the proficient-and-above level for all major racial/ethnic subgroups and low-income students in reading and math. Achievement gaps also narrowed across the board for all subgroups analyzed at grades 4, 8, and 11.…

In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Rhode Island showed gains--improvements in reading and math at the basic, proficient, and advanced levels for most racial/ethnic subgroups, low-income students, and boys and girls. Achievement gaps between students narrowed in most cases at grades 4 and 8.…

This paper profiles the student subgroup achievement and gap trends in Minnesota for 2010. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Minnesota showed mostly gains in reading at the basic, proficient, and advanced levels for racial/ethnic subgroups, low income students, and boys and girls. In math,…

This paper profiles the student subgroup achievement and gap trends in New Hampshire for 2010. New Hampshire's demographic profile is such that, with the exception of Latino students at the elementary level, there are fewer than 500 students in the racial/ethnic subgroups at the various grade levels, and therefore these groups are too small to…

In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Pennsylvania showed across-the-board gains--improvements in reading and math at the basic, proficient, and advanced levels for all racial/ethnic subgroups, low-income students, and boys and girls. Achievement gaps generally narrowed at grades 4 and 8 but…