Abstract
The present chapter explores research principally published between 1980 and 2017 on race/ethnic inequality in the United States. Considerable research has attempted to discern the sources of achievement test-score gaps among racial, ethnic, and social class groups as assessed on standardized tests. Explanations for lower test scores by minority-group children and those from low-income families, neighborhoods, and schools on national standardized tests, such as the National Assessment of Educational Progress and on state-wide tests mandated by the No Child Left Behind Act of 2001 have explored differences among groups of children, differences in families and neighborhoods, and differences in schools and school teachers. The chapter examines responses to these test score differences by White dominant group members and discusses issues of color-blind racism, as well as minority reactions to such racism in Critical Race Theory. Differences between minority and majority perceptions and explanations for achievement gaps and their attendant inequalities continue to impact the current the national political discourse.
With the assistance of Kenneth Powers
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Dworkin, A.G., Quiroz, P.A. (2019). The United States of America: Accountability, High-Stakes Testing, and the Demography of Educational Inequality. In: Stevens, P.A.J., Dworkin, A.G. (eds) The Palgrave Handbook of Race and Ethnic Inequalities in Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-94724-2_26
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