A Tale of Two New Jersey Counties: Does Economic Disadvantage Impact on High School Assessment Results?
Christopher DelGandio
Co-Presenters: Kelly Bulger
College: The Dorothy and George Hennings College of Science, Mathematics and Technology
Major: Mathematics - STEM Teacher Education 5 Year
Faculty Research Mentor: Sehba Mahmood
Abstract:
Every Student Succeeds Act (ESSA) requires students to take state tests in reading and math once in high school. The New Jersey Student Learning Assessment (NJSLA) is focused on what students do and learn in the classroom throughout the year. Therefore, results from these assessments indicate later success. It has been widely accepted that socioeconomic status contributes to an achievement gap in students’ academic performance. However, this disparity is most harmful at the high school level as it depresses outcomes for the individual in the long term. This study aimed to determine if the percentage of students identified as economically disadvantaged impacts the high school’s results for the statewide English and Mathematics assessments. We examined data from all high schools in Union and Monmouth counties in New Jersey. All factors in the current study were reexamined at the school level rather than the individual level, so the school is the unit of analysis. Our findings suggest that socioeconomic factors will thwart policies and interventions only at the school level. The field of education needs more powerful levers at the societal level to raise the achievement of economically disadvantaged students.