Research Article
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Year 2018, Volume: 9 Issue: 3, 62 - 96, 01.07.2018

Abstract

Divided We Test: Proficiency Rate Disparity Based on the Race, Gender, and Socioeconomic Status of Students on the Florida US History End-of-Course Assessment

Year 2018, Volume: 9 Issue: 3, 62 - 96, 01.07.2018

Abstract

K-12 education in the USA has seen a continuous increase in the amount of standardized testing and has led many in the field to question how these tests are affecting students, teachers, and schools. This research study stems from these questions, and was designed to explore the results of a social studies standardized test, specifically, the Florida US History End-of-Course assessment from 2012-2016. Analyzing population data for eleventh grade students and countywide proficiency rates during those years, we use regression analysis and descriptive statistics to identify emerging trends using mean proficiency percentages when accounting for race, gender, and socioeconomic status. Initial findings indicated disparity within each subgroup (R2 = .52 (2012-13), .559 (2013-14) & .579 (2014-15), 495 (2015-2016)). Following an analysis of the results, the conclusion and implications discuss the influence of standardized testing in United States history education.

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Details

Primary Language English
Journal Section History Education
Authors

Brian Furgione This is me

Kelsey Evans This is me

Shiva Jahani This is me

William Benedict Russell Iıı This is me

Publication Date July 1, 2018
Published in Issue Year 2018 Volume: 9 Issue: 3

Cite

APA Furgione, B., Evans, K., Jahani, S., Iıı, W. B. R. (2018). Divided We Test: Proficiency Rate Disparity Based on the Race, Gender, and Socioeconomic Status of Students on the Florida US History End-of-Course Assessment. Journal of Social Studies Education Research, 9(3), 62-96.