The White British-Black Caribbean achievement gap: Tests, tiers and teacher expectations

Strand, S. (2012) The White British-Black Caribbean achievement gap: Tests, tiers and teacher expectations. British Educational Research Journal , 38 (1). pp. 75-101. ISSN 0141-1926

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Official URL: http://www.tandfonline.com/doi/abs/10.1080/0141192...

Abstract

A recent analysis of the Longitudinal Study of Young People in England (LSYPE) indicates a White British–Black Caribbean achievement gap at age 14 which cannot be accounted for by socio‐economic variables or a wide range of contextual factors. This article uses the LSYPE to analyse patterns of entry to the different tiers of national mathematics and science tests at age 14. Each tier gives access to a limited range of outcomes with the highest test outcomes achievable only if students are entered by their teachers to the higher tiers. The results indicate that Black Caribbean students are systematically under‐represented in entry to the higher tiers relative to their White British peers. This gap persists after controls for prior attainment, socio‐economic variables and a wide range of pupil, family, school and neighbourhood factors. Differential entry to test tiers provides a window on teacher expectation effects which may contribute to the achievement gap.

Item Type:Article
Subjects:5. Quantitative Data Handling and Data Analysis > 5.5 Regression Methods
ID Code:2091
Deposited By: L-W-S user
Deposited On:20 Feb 2012 15:11
Last Modified:20 Feb 2012 15:11

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