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date: 26 August 2019

Abstract and Keywords

Interpretations of the gaps in educational achievement between white and non-Asian minority students as measured by standardized test scores are at the center of many debates. The presumption that guides much of the conversation is that equal educational opportunity now exists; therefore, continued low levels of achievement on the part of minority students must be a function of genes, culture, or a lack of effort and will. The assumptions that undergird the debate miss an important reality: educational outcomes for students of color are much more a function of their unequal access to key educational resources, including skilled teachers and quality curriculum, than they are a function of race.

Keywords: African American education, educational achievement, standardized test scores, equal educational opportunity, educational outcomes, educational resources

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