The Marginalization-related Diminished Returns (MDR) phenomenon refers to the weaker effects of parental educational attainment for marginalized groups, particularly ethnic minorities. This literature, however, is limited to Blacks and Hispanics; thus, it is not clear if the MDR phenomenon also applies to the educational performance of Asian…

Previous research has shown that adolescent peer groups play a role in maintaining and exacerbating demographic differences in achievement. However, there is still limited knowledge about the malleable factors that contribute to these achievement disparities. This short-term longitudinal study examined one such malleable factor--namely, perceived…

Last year, Hispanic and African American high school graduates met ACT's College Readiness Benchmarks in English, reading, mathematics, and science at substantially lower rates than did Asian and White graduates. For example, the rate of White graduates who were college ready in English (77%) was twice that of their African American peers (35%).…

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 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…

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…

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 Montana for 2010. In grade 8 reading (the only grade in which subgroup trends were analyzed by achievement level), Montana showed across-the-board gains at the basic-and-above, proficient-and-above, and advanced levels for the state's major racial/ethnic subgroups and…

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

After eight years of implementing the federal No Child Left Behind Act (NCLB) and other school reforms, how much progress have states, school districts, and schools made in raising achievement for students from all backgrounds and closing achievement gaps based on race, ethnicity, income, and gender? To help answer this question, the Center on…

More than one-fifth of the nation's public school students are Latino. By 2025, the share of Latino children is projected to increase to nearly 3 in 10 school-age children (Fry & Passel, 2009). The fast-growing Latino student population will shape the nation's future, so it is critical that these students are well-prepared for college,…

This paper profiles the student subgroup achievement and gap trends in Maryland for 2010. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Maryland had data for racial/ethnic subgroups, low income students, and boys and girls at the proficient and advanced levels. The percentage of students reaching the…

The District's demographics are such that achievement trends could only be determined for African American, male and female, and low income subgroups. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Washington, DC students showed gains in both reading and math at the basic, proficient, and advanced levels…

This report by the Center on Education Policy (CEP), an independent nonprofit organization, examines trends in the achievement of high school students on the state reading/English language arts (ELA) and mathematics tests used for accountability under the No Child Left Behind Act (NCLB). In most states, these tests are first administered in grade…