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

Keywords

Gender; Race; Social studies; Socioeconomic status; Standardized test

Abstract

This research study was designed to explore the results of the Florida U.S. History EOC Assessment, and understand the potential demographic disparity amongst social studies standardized testing. To examine if there were trends in disparity, researchers examined countywide data from the Florida U.S. History EOC from 2012-2016. By using population data for 11th grade students, researchers were able to examine proficiency rates from 2012-2016 for comparative statistical measures. Emerging trends were identified via descriptive statistics and regression analyses which indicated disparity within race, gender, and socioeconomic status. (R2 =.566 (2012-13), R2 =.559 (2013-14),.579 (2014-15) &.495 (2015-16)). Upon discussion of the findings, the conclusion and implications address the influence of standardized testing in U.S. History social studies education.

Publication Date

1-1-2018

Publication Title

Journal of Social Studies Education Research

Volume

9

Issue

3

Number of Pages

62-96

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.17499/jsser.27986

Socpus ID

85052901318 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/85052901318

This document is currently not available here.

Share

COinS