DOCUMENT RESUME

ED 380 198 PS 022 995

AUTHOR Dulaney, Chuck; Banks, KarenTITLE Racial and Gender Gaps in Academic Achievement.

Report Summary.INSTITUTION Wake County Public Schools System, Raleigh, NC. Dept.

of Evaluation and Research.REPORT NO E&R-R94.10PUB DATE Jul 94NOTE 24p.; Title varies slightly on cover page.PUB TYPE Reports Research/Technical (143) Statistical

Data (110)

EDRS PRICE MFO1 /PCO1 Plus Postage.DESCRIPTORS *Academic Achievement; Elementary Secondary

Education; High School Students; MathematicsAchievement; Outcomes of Education; Public Schools;*Racial Differences; Reading Achievement; *SchoolDistricts; *Sex Differences; Student Attitudes;Writing Achievement

IDENTIFIERS End of Cycle Reading Test; Wake County Public SchoolSystem NC

ABSTRACTThis report summarizes the level of academic

achievement, and the extent of racial and gender gaps in thatachievement, of students in North Carolina's Wake County PublicSchool System (WCPSS). The comparison was conducted using 1993End-of-Grade (EOG) tests; low income group EOG test performance; 1993writing tests and high school writing failures; high school lowachievement ratings; placement in special programs for studentsidentified as learning disabled or behaviorally/emotionallyhandicapped; poor academic performance in reading and mathematics;and other measures of academic success. The results, presented ingraphic format, show that white females were the most successfulgroup, while black males were the least successful group. Majorfindings are: (1) black students are most likely to come fromlow-income single-parent families; (2) more than half of blackstudents scored in Levels I and II on the 1993 End-of-Grade tests,compared to less than 20% of white students; (3) when low achievementscores are analyzed separately for students receiving free orreduced-price lunch, gaps still existed between race and gendergroups; and (4) the United States History End-of-Course test was theone achievement measure on which males in all three racial categories

had fewer low scores than females. (AP)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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U.S. DEPARTMENT OF EDUCATIONOffice of Educational Ressaren and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

his document has been reproduced asreceived from the person or organizationOriginating it

0 Minor changes have been made to improvereproduction qualify

Points of view or opinions stated in this docu-ment do not necessarily represent officialOERI position or policy

RACIAL AND GENDER GAPSIN ACADEMIC ACHIEVEMENT

Department of Evaluation and ResearchWake County Public School System

July 1994

"PERMISSIC TO REPRODUCE THISMATERIA' /- AS BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (EPIC)."

E&R Report No. 94.10

2

COPY AVP111,51,E_

94.10

RACIAL AND GENDER GAPSIN ACADEMIC ACHIEVEMENT

REPORT SUMMARYAuthors: Chuck Dulaney and Karen Banks

BACKGROUND

The majority of WCPSS students do very well on most measures of academic achievement.While average performance is very good, the performance of some groups of students lagsbehind the performance of other groups. The purpose of this report is to display in graphicformat the extent of some of the gaps in academic achievement. The report is printed onsingle-sided pages so that graphs can be copied as overhead transparencies for staff meetings.

MAJOR FINDINGS

On almost all academic measures reviewed for this report, White females were the mostsuccessful group, and Black males were the least successful group. Findings displayed in this

report indicate:

Black students are more likely to come from low-income single-parent families.

More than half of Black students scored in Levels I and II on the 1993 End-of-Gradetests, compared to less than 20% of White students.

When low achievement scores were analyzed separately for students receiving free orreduced price lunches, gaps still existed between race and gender groups.

White females dropped out of high school least frequently and received the fewestfailing grades, and Black males dropped out most frequently and received the mostfailing grades.

The U. S. History End-of-Course test was the one achievement measure on whichmales in all three racial categories had fewer low scores than females.

Males are more frequently identified as learning disabled than females, and Blackmales are more frequently ideatified as Behaviorally/Emotionally Handicapped than

other groups.

a::\QAUL1Q0cncKluly 14, 1994

94.10

TABLE OF CONTENTS

REPORT SUMMARY

INTRODUCTION 1

CENSUS DATA 2Wake County Children in Poverty in 1990 2Wake County Single Parent Households With Children in 1990 2

1993 END-OF-GRADE TESTS 3Third Grade Students in Levels I and II of the 1993 EOG Reading Test 3Third Grade Students in Levels I and II of the 1993 EOG Math Test 3Fifth Grade Students in Levels I and II of the 1993 EOG Reading Test 4Fifth Grade Students in Levels I and II of the 1993 EOG Math Test 4Sixth Grade Students in Levels I and II of the 1993 EOG Reading Test 5Sixth Grade Students in Levels I and II of the 1993 EOG Math Test 5Eighth Grade Students in Levels I and II of the 1993 EOG Reading Test 6Eighth Grade Students in Levels I and II of the 1993 EOG Math Test 6

LOW INCOME GROUP EOG TEST PERFORMANCE 7Third Grade Students Receiving Free or Reduced Price Lunch 7Fifth Grade Students Receiving Free or Reduced Price Lunch 8

1993 WRITING TESTS AND HIGH SCHOOL WRITING FAILURES 9Fourth Grade Students Scoring Below 2.5 9Sixth Grade Students Scoring Below 2.5 9Eighth Grade Students Scoring Below 2.5 10Students Failing High School English 10

LOW ACHIEVEMENT IN HIGH SCHOOLS 11Enrollment by Race, Gender, and Grade Level 111992-93 Dropout Rates 11Students Failing One or More Courses In 1992-93 12Suspensions Per 100 Students In 1992-93 12NC End-of-Course (EOC) Biology Scores Below The 50th Percentile 13NC EOC Algebra I Scores Below The 50th Percentile 13NC EOC English I Scores Below The 50th Percentile 14

NC EOC U. S. History Scores Below The 50th Percentile 14

SPECIAL PROGRAMS 15Students Identified as Learning Disabled 15

Students Identified as Behaviorally/Emotionally Handicapped 15

a::\GAP.DOC\cnd\July 14, 1994

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94.10

SEVERAL MEASURES OF POOR ACADEMIC PERFORMANCE 16Reading 16Mathematics 16

SEVERAL MEASURES OF ACADEMIC SUCCESS 17Students in Level IV on the 1993 EOG Reading Tests 17Students in Level IV on the 1993 EOG Mathematics Tests 17Students Enrolled In Chemistry or Physics in 1992-93 18Students Identified as Academically Gifted 18

a::\GAP.DC)C\cnaluly 14, 1994

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94.10

INTRODUCTION

Children do not enter WCPSS with the same characteristics as all other children. They vary innoticeable attributes such as size, race and gender, and they vary in less obvious attributessuch as family structure, family income, and home environment. They vary in their individuallearning styles, and they vary in the kinds of prior expe:iences they bring with them throughthe classroom doors.

The Evaluation and Research Department prepared the graphs in this document in order tohelp WCPSS educators study the ways in which different groups of students are performing inour schools. While many attributes affect student performance, only a few are available oncomputer dr,,abases, and most of the graphs show information disaggregated by race andgender. When applicable, dotted lines are used on the graphs to show countywidemeasurements for all groups.

This document describes differences between groups of students. Understanding of thesedifferences is a first step. The differences stand as a challenge to the entire school system tofind instructional strategies that will meet the needs of all students. Some of the questions thatwill require serious discussion, sharing, and study include the following:

Why does the profile of low achieving students seem to vary so little from gradelevel to grade 'level and from test to test?

How are instructional strategies related to the patterns of student achievement?

To what degree can different instructional strategies serve to reduce andeliminate the gaps in performance between different race and gender categories?

How do current administrative and instructional practices serve to reinforce thepatterns of low achievement for certain groups?

What areas of the curriculum might be more or less affected by differencesrelated to race and gender?

What schools, programs, or teachers have been more successful than the overallschool system in achieving successful performance for students in all race andgender categories?

How can successful practices best be shared between schools?

a: \GAP.DOC \cnd\July 13, 1994 1

94.10

The first two charts show population characteristics taken from the 1990 Census SummaryTape File 3C. Children includes all persons under age 18. Poverty is defined as a 1989income below $12,674 for a family of four.

These two charts show that Black students are more likely to both live in poverty and live with

a single parent than students in other racial groups.

50%

45% 4.

40% -35%

30% .1.

25% .1

20%

Wake County Children Living In Poverty In 1990

25%

Percent 01 Wake County Households With ChildrenThat Were Headed By A Single Parent In 1990

50% .

45% 1

40%

35% .

30% .

25% .

20%

15% . 13%

10% .

5%

(1% .

White

43%

Black

11%

Other

NOTE: The dotted line indicates the county percentage for all groups combined.

a:\GAP.DOC\cndUuly 13, 1994 2

7

94.10

The North Carolina End-of-Grade Tests generate scores that place students in fourachievement levels. Level I scores indicate that "students do not have sufficient mastery ofknowledge and skills to be successful at the next grade level." Level II scores indicate that"students demonstrate inconsistent mastery of knowledge and skills and are minimallyprepared to be successful at the next grade level." Therefore students with Level I and LevelII scores can be considered low achieving students who may need extra help at the next gradelevel. More than half of all Black students scored in the low achievement levels in 1993.

100%

90%80%70%

60%50% f40%30% f

Third Grade Students Scoring In Levels I And IIOn The NC EOG Reading Test In 1993

20% { 13%10 %f, 111111110%

fa%

White WhiteFemale Male

61%

BlackFemale

BlackMale

OtherFemale

OtherMale

100%

90%80%

70%

60%50%

40%

30%20°.

10%

0%

Third Grade Students Scoring In Levels I And IIOn The NC EOG Math Test In 1993

15%

WhiteFemale

a:\GAP.DOC\cnd\July 13, 1994

17%

White

58%

BlackFemale

3

6:1%

BlackMale

2-01!

OtherFemale

21%- -

OtherMale

94.10

In 1993, the profile of low achievers at the end of fifth grade was very similar to the profile oflow achievers at the end of third grade. Black males, followed by Black females, were morelikely to show low achievement on the End-of-Grade test.

Fifth Grade Students Scoring In Levels I And IIOn The NC EOG Reading Test In 1993

100%

90%

80% -I-

70% 1-

60% t50% -F

40% t30% t20% t 12%10°/1) i MEI0% i

WhiteFemale

59%

WhiteMale

BlackFemale

BlackMale

18%23%

MILOther Other

Female Male

100%

90%80%

70%

60%

50%

40%

30%

Fifth Grade Students Scoring In Levels I And IIOn The NC EOG Math Test In 1993

20% 13%

10%

0%

WhiteFemale

1.6%

WhiteMale

55%

BlackFemale

a: \GAP.DOC \cnd\July 13, 1994 4

59%

BlackMale

f5%21%

Other OtherFemale Malc

94.10

The profile of low achieving students at the end of sixth grade again shows very little changeexcept for an increase in the gaps between gender groups, particularly on the reading test. Ahigher percentage of males than females were in the low achievement categories.

Sixth Grade Students Scoring In Levels I And IIOn The NC EOG Reading Test In 1993

100%

90% 1-

80%

70%

60%

50%

40%

30% 24%

20% 1- 15%

10% J 1111111o%

White WhiteFemale Male

65%

45%

32%

BlackFemale

BlackMale

OtherFemale

OtherMale

Sixth Grade Students Scoring In Levels I And IIOn The NC EOG Math Test In 1993

100%

90%

80%

70%

60% 50%50%

40%

30% .20% . 15%

1.8%

10% .0%

White White BlackFemale Male Female

a:\GAP.DOC\erulUuly 13, 1994 5

61%

10

BlackMale

26%

OtherFemale

23%

OtherMale

BEST COPY A.VAABLE

94.10

Eighth grade is the final year of End-of-Grade testing. The profile of students who scored inLevels I and II in 1993 showed very little change from grade level to grade level except thatgender gaps were wider in middle school.

L

100% T

90%80%

70%

60% 1

50%

40% I30%

20% t

Eighth Grade Students Scoring In Levels I And IIOn The NC EOG Reading Test In 1993

11%10%

0%

AteFemale

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%

59%

WhiteMale

BlackFemale

BlackMale

29%

Other OtherFemale Male

Eighth Grade Students Scoring In Levels I And IIOn The NC EOG Math Test In 1993

13%

WhiteFemale

a:\GAP.DOC\end`July 13, 1994

18%

WhiteMale

57%

47%

Black BlackFemale Male

6.1

19%,

OtherFemale

26%

OtherMale

94.10

As was shown on the census data at the start of this report, large economic differences existbetween racial groups in Wake County. The only economic measure available for students iswhether or not a family applies and is approved for free or reduced price lunches. A family offour that qualified for free lunches in 1993 earned less than $18,655. A family of fourqualifying for reduced price lunches earned less than $26,548. In 1993-94, approximately20% of WCPSS elementary students received free lunches and 4% received reduced pricelunches. The following graphs compare the profile of low achieving students who did and didnot receive free or reduced price lunches.

100%

90%80%70%60%

50%

40%30%

20%10%

0% 1-

Third Grade EOG Reading Performance for StudentsEligible for F/R Lunch and Other Students

Percentage Scoring in Levels I and H in 1993

38%

i 1...i Not F/R. Lunch Grade 3;

70%1

57% 1 F/R Lunch Gradc 3 1

46% 48%38% 37%36%

WhiteFemale

WhiteMale

BlackFemale

BlackMale

14%

Other OtherFemale Male

100%

90%80%

70%60%50%40%30%20" 6 13%10%

White0",i,

Female.

Third Grade EOG Mathematics Performance forStudents Eligible for FIR Lunch and Other Students

Percentage Scoring in Levels I And II in 1993

40%

a: \GAP,DOC \cndUuly 14, 1994

15%

42%

68%

WhiteMale

BlackFemale

F

70%

BlackMale

L.' Not F/R Lunch Grade 3 ,

F/R Lunch Gradc 3

31°,10

III1 8%1 c 36

29%

Other OtherFemale Male

J

94.10

Family income was clearly a factor identifying low achieving students in third grade and fifthgrade. Students from higher income families in all groups were less likely to be found inLevels I and II. Family income seemed to be a particularly dramatic factor for White students,where the percentage of low-achieving students more than doubled for students who receivedfree or reduced price lunches.

Student achievement was impacted by race and gender even for students not coming from low-income families. Black males still had the highest percentage of low achieving students.

Fifth Grade EOG Reading Performance for StudentsReceiving FIR Lunch And Other Students

Percentage Scoring in Levels I And H in 1993100%90%80%70%60%50%40%30% 25%

20% 11%10%

0%

WhiteFemale

15%

PWhiteMale

38%

61%

35%

BlackFemale

45%

67%

El Not F/R Lunch Grade 5

FIR Lunch Grade 5

42%

BlackMale

OtherFemale

OtherMale

Fifth Grade EOG Mathematics Performance forStudents Receiving FIR Lunch and Other Students

Percentage Scoring in Levels I And H in 1993100% -

90%80% -

70% - 64%67%

60%50% 42% 43%

46%

40% 3 5%_____

30% .

20% 12% 14%

101, ;0% --

H Not F/R Lunch Grade 5

F/R Lunch Orate 5

37%

10% 11% 10%A. - ---White White Black Black Other OtherFemale Male Female Male Female Male

a: \GAP.DOC \cnd\July 14, 1994 8 13

94.10

The statewide writing test is given in grades 4, 6, and 8. Each test is holistically scored bytwo independent readers on a four point scale, and the two scores are averaged. A score of2.5 or better is considered evidence of acceptable writing skills. In 1993, as shown below, alarge majority of students in all demographic groups in fourth grade scored below theacceptable level. In sixth grade, there were wider gaps between the six race/gendercategories, with Black males and females again showing higher percentages in the lowachievement category.

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%

Scores Below 2.5 on the 1993 Fourth Grade Writing Test

69%

82% 84%91%

75% 78%

WhiteFemale

WhiteMale

BlackFemale

BlackMale

OtherFemale

OtherMale

100%

90% -80% -

70%

60%

50%40%

30%

20%

10%

0%

Scores Below 2.5 on the 1993 Sixth Grade Writing Test

47%

WhiteFemale

a:\GAP.DOC\cnd\July 13, 1994

59%

73%

WhiteMale

BlackFemale

88%

9

14

BlackMale

54% 56%

Other OtherFemale Male

94.10

Eighth grade had fewer students scoring below 2.5, but the gaps between race and gendergroupings were wider. The pattern of low scores on the writing test was similar to the patternof students who failed high school English classes the prior year. While slightly less than halfas many students failed English as scored low on the writing test, the demographic pattern wasvery similar, particularly in ninth and tenth grade.

I.

Scores Below 2.5 on the 1993 Eighth Grade Writing Test

100%

90% +

80%

70% +

60% I-

SO% +-

40% t30% 24%

20%

10%

0%

WhiteFemale

49%

38%

68%

30°A;

48%

t

WhiteMale

BlackFemale

BlackMale

OtherFemale

OtherMale

Students Failing High School English In 1992-93

9th Grade100%

90% -r- 10th Grade r----

80% 4-rg 11th Grade

ra 12th Grade

70%

60%

50% 1

40%

30%

20%

10%

WhiteFemale

a: \GAP.DOC\cndkluly 13, 1994

WhiteMale

BlackFemale

10

15

BlackMale

-71

OtherFemale

OtherMale

94.10

All six race and geneer groupings showed declining enrollment from ninth grade to twelfthgrade in 1992-93. This decline resulted primarily from the impact of students dropping out ofschool. The rate of dropping out caused a much steeper decline in enrollment for Blackstudents than it did for White students, even though the total numbers of White students and

Black students lost as dropouts were approximately equal.

2000

1800

1600

1400

1200

1000

800

600

400

200

0

9th-12th Grade Enrollment In 1992-93 by Race and Gender

0 9th Grade

10th Grade

WhiteFemale

WhiteMale

BlackFemale

BlackMale

OtherFemale

OtherMale

20.0%

18.0%

16.0% 4-

14.0% -

12.0%

10.0% -

8.0% ;

6.0%

4.0%

2.0%

0.0%

Dropouts From High School In 1992-93

(The portion of each demographic group who dropped out during 1992-93)

3.4%

',Vhiteemale

a:\GAP.DOC \cndUuly 13, 1994

4.8%

WhiteMale

8.3%

BlackFemale

10.7%

4.1%

Black OtherMale Female

5.0%

OtherMale

94.10

Academic failure and behavior problems are commonly cited reasons reported for studentswho drop out. These two graphs show the percentage of high school students who failed atleast one of their courses in 1992-93, and the number of disciplinary out-of-school suspensionsthat were made per hundred students in each demographic group.

Students Failing One Or More High School CoursesIn 1992-93

100%TT

90%

80%

70%

60%

50%40%30% 23%

20 %}10%

0%

32%

48%

65%

White WhiteFemale Male

BlackFemale

BlackMale

16%

OtherFemale

17%

OtherMale

100

9080 ;

70

60 +

50

40

30

20

I00

Short-term Suspensions Per Hundred StudentsIn 1992-93

5

C111111111111M1

WhiteFemale

a:\fthapaC\cnd\July 13, 1994

19

(Individual students may be counted more than once.)

23

72

White Black BlackMale Female Male

12

3

imorminOtherFemale

9

OtherMale

94.10

In addition to the rate at which students fail courses, academic failure in high school can bemeasured by examining the percentage of students who obtain low scores on the state End-of-Course tests. The following four graphs look at low achievement rates for four coursesrequired for high school graduation.

Students Scoring Below The 50th Percentile On TheNC EOC Biology Test In 1993

100%

90%

80%70% t60% I-

SO% 4

40%30% 22% 22%20%

10%

0%

WhiteFemale

60% 63%

White Black BlackMale Female Male

OtherFemale

OtherMale

100% T

90%80%

70%60%

50%

40% -30%20%10%

0%

Students Scoring Below The 50th Percentile On TheNC EOC Algebra I Test In 1993

19% 20%

White WhiteFemale Male

a: \GAP DOC \cnd\July 13, 1994

41%

BlackFemale

44%

13

SlackMale

15% 13%

Other OtherFemale Male

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Gender appears to be less of a factor in distinguishing low achievement in mathematics andscience than it is in English and history. The profile of low achievers in U.S. History innoteworthy because it is the one measure on which a higher percentage of females than males

obtained low scores.

r

100%

90% +

80 %=

70%

60% I-

SO%

40% 4

30 %t20% I,

10%

0%

Students Scoring Below The 50th Percentile On TheNC EOC English I Test In 1993

68%

WhiteFemale

WhiteMale

BlackFemale

BlackMale

Other OtherFemale Male

100%

90% -80%

70% -60%

50%

40%

30%

20%

10%

Q9,0

Students Scoring Below The 50th Percentile On TheNC EOC U.S. History Test In 1993

18%

Female

a:\DAP Dfle\cnd\July 13, 1994

51%

13%

43%

White Black BlackMale Female Male

14

19

24%

OtherFemale

19%

OtherMale

94.10

Race and gender seem to have a significant impact upon placement in special programs. Asshown below, far more males than females are identified as Learning Disabled, and far moreBlack males than any other group are identified as Behaviorally/Emotionally Handicapped.The percentages shown are for all students grades K-12.

Students Identified As Learning DisabledIn 1993-94

20.0%

18.0%

16.0% -;

14.0% 11.6%12.0%

10.0% 8.6%

8.0%

6.0% 4- 4.7%

4.0%

2.0% T

0.0%

3.3%

WhiteFemale

WhiteMale

BlackFemale

BlackMale

4.5%3.0%

Other OtherFemale Male

Students Identified As Behaviorally/EmotionallyHandicapped In 1993-94

20.0% -18.0%

16.0%

14.0%

12.0%

10.0%

8.0%

6.0%

4.0%

2.0% 0.2%1.2% 1.3%

0.0%

White White BlackFemale Male Female

a:TEAPJX:Vend\JulY 13, 1994

3.8%

15

20

BlackMale

0.1% 0.5%

Other OtherFemale Male

94.10

As shown below, the demographic profiles of low achievement were remarkably consistent

across grade levels.

100%

90%

Several Measures Of Poor Reading PerformanceBelow Average Or Below Acceptable Scores In 1993

80% f-70%

60%

50%

40%

30%

20%

10%

0%

II 3rd Gd EOG

5th Gd EOG

0 8th Gd EOG

Ia English I EOC

WhiteFemale

WhiteMale

BlackFemale

BlackMale

OtherFemale

OtherMale

100%

90%

80% f-70%

60%

50% '-

40%

30%

20% --

10%

0%

Several Measures Of Poor Mathematics PerformanceBelow Average Or Below Acceptable Scores In 1993

3rd Gd EOG

5th Gd EOG

0 8th Gd EOG

Algebra I EOC

WhiteFemale

a. \GAP.DOC\cnthJuly 13, 1994

WhiteMale

BlackFemale

16

21

BlackMale

OtherFemale

OtherMale

94.10

The final four graphs show indicators of academic success. As might be expected, the shape

of the demographic curve on these graphs is approximately the inverse of the curve shown on

the graphs of academic failure.

Scores in Level IV on the End-of-Grade tests identify students who "consistently perform in asuperior manner clearly beyond that required to be proficient." White females generated thehighest percentages in this level at all six grades, and Black males generated the lowest

percentages.

a.

11

OE

on"

cso

eig4)

6'9

ar

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%

Students in Level IV on the 1993 EOG Reading Test

El 3rd Grade

4th Grade

1I.1 5th Grade

6th Grade

7th -Grade

Cl 8th Grade

White White Black Black Other Other

Female Male Female Male Female Male

r

100%

90%

80%

70%

60%

50%

40%

30%

20%

I0%

0%

Students in Level IV on the 1993 EOG Mathematics Test

White WhiteFemale Male

a: \clajmc,101M1y 13, 1994

Black Black Other OtherFemale Male Female Male

17

22

H 3rd Grade

I 4th Grade

a 5th Grade

6th Grade

Jii 7th Grade

8th Grade

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Chemistry and Physics are considered advanced elective science courses, and both proficiencyand participation rates in these courses are reported on the state's "report card" for schoolsystems. Both courses are required for recognition through the NC Academic ScholarsProgram. As shown, a smaller percentage of Black students enrolled in these courses.

100%

90%

80%IIt

70%

60%50%

40%30%

20%

10%

0%

Percent Of Grade 10-12 Students Enrolled InChemistry Or Physics In 1992-93

WhiteFemale

23%17%

111ILWhite Black BlackMale Female Male

68%

OtherFemale

OtherMale

Placement in the academically gifted program has been based upon aptitude and ability testingand classroom performance. A much smaller percentage of Black students have been placed inthis program than other groups.

100%

90%

80%

70%

60%

50%

40%

30%

2 0°,lo

10%

0%

Students Identified As Academically GiftedIn 1993-94

20%

WhiteFemale

a. \GAP.DOC\cnd\July 13, 1994

19%

4% 3%memo=

White Black BlackMale Female Male

18

23

18`i°

OtherFemale

19%

OtherMale

RACIAL AND GENDER GAPSIN ACADEMIC ACHIEVEMENT

Authors

Chuck DulaneyEvaluation Specialist

Karen BanksAssistant Superintendent, E &R

Contributing Staff

Nancy BaenenDirector, Evaluation

E&R Report No. 94.10July 1994

Department of Evaluation and ResearchWake County Public School System

24