Reporting Quantitative Assessment Results

After reviewing the Schwartz (2005) article, Subgroup Reporting and Schools School Segregation: An Unhappy Pairing in the No Child Left Behind Equation in Chapter 7 of the textbook, what is your view on subgroup data reporting as mandated by public policy? Be sure to support your position with references from the reading, and respond to at least two of your peers postings. I think until we close the race gap in education there cannot be an equal opportunity in education. Our text states that, New accountability for a race gap in performance is limited to a subset of integrated schools and districts (Wong & Nicotera, 2007, p. 158). This is because we are looking at this achievement gap without looking at the whole picture. A school that has predominantly Caucasian students scored better on performance test, but a school that have predominantly minorities often score lower on performance test. In segregated white 4th grades, 74 percent of students passed the reading test; in segregated nonwhite schools, 40 percent of the students passed; in integrated 4th grades, 75 percent of white and 55 percent of nonwhite students passed (Wong & Nicotera, 2007, p. 158). Many times the schools attended by minorities are in the poorest district and the teachers do not get the professional development they need. These same students are given tests that were not adjusted to accommodate the barriers that exist between cultures.

References Wong, K. K., & Nicotera, A., (2007). Successful Schools and Educational Accountability: Concepts and Skills to Meet Leadership Challenges Peabody College Education Leadership Series) eBook for Ashford University. Pearson Learning Solutions p. 158).