Who Is Affected by Achievement Gaps?

The term "achievement gap" is often defined as the differences between the test scores of minority and/or low-income students and the test scores of their White and Asian peers. But achievement gaps in test scores affect many different groups. Some groups may trail at particular points -- boys in the early years, girls in high school math and science. Differences between the scores of students with different backgrounds (ethnic, racial, gender, disability, and income) are evident on large-scale standardized tests. Test score gaps often lead to longer-term gaps, including high school and college completion and the kinds of jobs students secure as adults.

Student Groups Experiencing Achievement Gaps

• Racial and ethnic minorities
• English language learners
• Students with disabilities
• Boys/girls
• Students from low-income families

Indicators of Achievement Gaps

• Performance on tests (statewide tests, SATs, etc.)
• Access to key opportunities (advanced mathematics, physics, higher education, etc.)
• Attainments (high school diploma, college degree, employment)

The following resources offer more information on groups affected by achievement gaps.

American Indians and Alaska Natives
Report on the Status of American Indians and Alaska Natives in Education (NEA, 2005)
This report looks at educational attainment and performance of American Indian and Alaska Native students and includes the following best practices: using native language and culture to promote success in Indian students; preparing educators to be effective supports for student achievement; reaching out to the community to create success in the classroom; promoting policies that benefit Indian students; and the dilemma of No Child Left Behind and Indian education.

Asian Americans and Pacific Islanders
A Report on the Status of Asian Americans and Pacific Islanders in Education Beyond the "Model Minority" Stereotype (NEA, 2005) ( PDF, 604 KB, 46 pp.)
Describes the diversity among AAPI students and their academic achievement, the racism experienced by AAPI students in our nation's schools, the challenges of creating policies and classroom practices that address AAPI students, and recommendations and resources for action.  

Blacks
A Report on the Status of Blacks in Education—Moving Beyond Barriers Strategies for Black Student Success in the 21st Century (NEA, 2008) ( PDF, 4098 KB, 78 pp) (Note: this file may take a long time to load)
Leading academic, community, and industry experts address three top challenges in the education of today's Black students: closing Black student achievement gaps, educating Black males, and high-school dropout prevention. This report, which opens with a vivid historical and pictorial timeline on Black education, includes a comprehensive overview of each challenge area, pertinent statistics, NEA actions, and strategic recommendations from the experts.

Hispanics
A Report on the Status of Hispanics in Education: Overcoming a History of Neglect (NEA, 2007) ( PDF, 633KB, 90 pp.)
This NEA report finds Hispanic students often face unique challenges in student achievement, influenced by the fact that Hispanics have poverty rates that are two to nearly three times higher than whites; Hispanics cite Spanish as their dominant language and more than 20 percent say they do not speak English or do not speak English well; and 40 percent of the Hispanic population is foreign born. The result is that many Hispanic students must overcome language, cultural and socioeconomic barriers to succeed in school.

Fragile Futures: Risk and Vulnerability Among Latino High Achievers  (Educational Testing Service, 2005) ( PDF, 38 pp.)
This report profiles high-achieving Latino students and the language, culture, and immigration-status issues that can affect their motivation and achievement. The author examines policy options that can potentially increase the academic achievement and educational attainment of Latino high achievers, and makes recommendations for programs and policies to help the many Latino high achievers.