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According to the Federal Interagency on Child and Family Statistics (2009), although there are a variety of subjects and many combinations of subjects by which to gauge academic progress, reading achievement and mathematics achievement data not only serve as valid indicators of scholastic success, but also are legitimate indicators of a student's ability to think, learn, and communicate. According to Rampey, Dion, and Donahue (2009), in 1973 the reading achievement gap in terms of scale scores between White and Latino students was 41, with Whites achieving a score of 293 and Latinos reaching a score of 252.
The Latino Achievement Gap E. MichaEl Madrid Introduction ment and mathematics achievement and their White classmates persists. For data not only serve as valid indicators of example, from 1975 to 2008 there was In the very near future, Latino stu- scholastic success, but also are legitimate no significant narrowin
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