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

Brian Furgione, Kelsey Evans, Shiva Jahani, William Benedict Russell III

Abstract


K-12 education in the USA has seen a continuous increase in the amount of standardized testing and has led many in the field to question how these tests are affecting students, teachers, and schools. This research study stems from these questions, and was designed to explore the results of a social studies standardized test, specifically, the Florida US History End-of-Course assessment from 2012-2016. Analyzing population data for eleventh grade students and countywide proficiency rates during those years, we use regression analysis and descriptive statistics to identify emerging trends using mean proficiency percentages when accounting for race, gender, and socioeconomic status. Initial findings indicated disparity within each subgroup (R2 = .52 (2012-13), .559 (2013-14) & .579 (2014-15), 495 (2015-2016)). Following an analysis of the results, the conclusion and implications discuss the influence of standardized testing in United States history education.

Keywords


Social Studies; History; Assessment; Education

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