Comprehensive School Reform: Meta-Analytic Evidence of Black-White Achievement Gap Narrowing Reforma escolar integral: Evidencias meta-analíticas de la disminución de la diferencia de la brecha de rendimiento entre alumnos blancos y negros

dc.creator	Kevin M. Gorey
dc.date	2009-12-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:11:17Z
dc.date.available	2015-07-20T22:11:17Z
dc.identifier	1068-2341
dc.identifier	https://doaj.org/article/e0bad743f65a4b86862b91556ba560b5
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/14296
dc.description	This meta-analysis extends a previous review of the achievement effects of comprehensive school reform (CSR) programs (Borman, Hewes, Overman, &amp; Brown, 2003). That meta-analysis observed significant effects of well endowed and well-researched programs, but it did not account for race/ethnicity. This article synthesizes 34 cohort or quasi-experimental outcomes of studies that incorporated the policy-critical characteristic of race/ethnicity. Findings: compared with matched traditional schools, the black-white achievement gap narrowed significantly more among students in CSR schools. In addition, the aggregate effects were large, substantially to completely eliminating the achievement gap between African American and non-Hispanic white students in elementary and middle schools. Title I policies before or after the No Child Left Behind Act of 2001 seem to have had essentially no impact on the black-white achievement gap. Curricular and testing mandates along with the threat of sanctions without concomitant resource supports seem to have failed. This study suggests that educational achievement inequities need not be America&rsquo;s destiny. It seems that&nbsp;they could be eliminated through concerted political will and ample resource commitments to evidence-based educational programs. Este meta-an&aacute;lisis extiende una revisi&oacute;n previa de los efectos de realizaci&oacute;n de programas de reforma escolar integral (RSI), (Borman, Hewes, Overman, &amp; Brown, 2003). Esa meta-an&aacute;lisis observo efectos significativos de programas con buen financiamiento y debidamente investigados, pero no tom&oacute; en cuenta los factores raciales o &eacute;tnicos. En este art&iacute;culo se sintetizan 34 resultados de estudios de cohorte o cuasi-experimental que incorporaron la caracter&iacute;stica pol&iacute;tica esencial de raza/origen &eacute;tnico. Resultados: en comparaci&oacute;n con escuelas tradicionales, la brecha de rendimiento entre estudiantes blancos y negros se redujo significativamente mas en escuelas RSI. Adem&aacute;s, los efectos agregados eran grandes, eliminando de forma sustancial o por completo la brecha de rendimiento entre estudiantes Africano- Americanos y los estudiantes blancos no hispanos, en escuelas primarias y secundarias. Las pol&iacute;ticas del T&iacute;tulo I, antes o despu&eacute;s de la ley No Child Left Behind del a&ntilde;o 2001 parecen no haber tenido ning&uacute;n impacto en cuanto a la brecha acad&eacute;mica de estudiantes negros y blancos. Los mandatos curriculares y de examinaci&oacute;n junto con las amenazas de sanciones de reducir los recursos asignados parecen haber fracasado. Este estudio sugiere que las desigualdades de logros educativos no tienen por qu&eacute; ser el destino de los estudiantes de los Estados Unidos. Parecer&iacute;a que la brecha de rendimiento puede eliminarse mediante una voluntad pol&iacute;tica concertada y empleando recursos suficiente apoyando las programas educativos basados en evidencias.
dc.language	English
dc.language	Spanish
dc.language	Portuguese
dc.publisher	Arizona State University
dc.relation	http://epaa.asu.edu/ojs/article/view/708
dc.relation	https://doaj.org/toc/1068-2341
dc.rights	CC BY
dc.source	Education Policy Analysis Archives, Vol 17, p 25 (2009)
dc.subject	comprehensive school reform
dc.subject	Title I
dc.subject	racial differences
dc.subject	academic achievement
dc.subject	education policy
dc.subject	elementary schools
dc.subject	middle schools
dc.subject	meta-analysis
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Comprehensive School Reform: Meta-Analytic Evidence of Black-White Achievement Gap Narrowing Reforma escolar integral: Evidencias meta-analíticas de la disminución de la diferencia de la brecha de rendimiento entre alumnos blancos y negros
dc.type	article