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100			_aHung, Man _955612
245			_aExploring Student Achievement Gaps in School Districts Across the United States/
260			_bSage, _c2020
300			_aVol.52, issue 2, 2020: ( 175-193 p.)
520			_aThis study examined factors contributing to achievement gaps between White and African American students in 2,868 diverse school districts across the United States. Using pooled data across five school years (2008-2013), six grade levels (grades third to eighth, which typically include students aged 8 years-14 years) and two different subjects (math and English language), descriptive, correlational, and multiple linear regressions were used to identify relevant factors in predicting an achievement gap. Achievement gaps were largest in the south and southwest United States. In addition, results indicate that economic inequality, racial inequality, and household adult education attainment are strongly associated with Black/White student achievement gaps. School-based factors such as per pupil expenditures and teacher/student ratios were not significant predictors. Household adult education attainment was the most significant contributor to achievement gaps, with higher levels of adult education associated with larger achievement gaps, implying that high resource communities may create additional barriers for minority students.
700			_aSmith, William A. _955613
700			_aBounsanga, Jerry _955614
700			_aVoss, Maren W. _955615
700			_aFranklin, Jeremy D. _955616
700			_aGu, Yushan _955617
773	0		_010744 _916756 _dSage Publisher, _tEducation and urban society
856			_uhttps://doi.org/10.1177/0013124519833442
942			_2ddc _cEJR
999			_c13652 _d13652