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<p>This study conducted a meta-analytic case study of NAEP Trial Urban Data Assessment (TUDA) data, exploring science achievement trends among Black girls in urban versus larger city school districts (<i>N</i> = 26,298). Results revealed statistically significant but practically small differences in achievement (<i>g</i> =  − .07), underscoring structural inequalities and systemic racism. The <i>receivement gap</i> between eighth-grade Black girls in urban districts and their large city counterparts widens despite similar performance across science content areas. Variations in district performance suggest complexities within urban contexts. Meta-regression analysis shows an inverse relationship between science performance and the proportion of Black girls receiving free or reduced lunch, highlighting the impact of resource disparities. Recommendations include targeted funding, culturally responsive teaching, professional development, and increased access to advanced courses to promote equity in science education for Black girls in urban settings. The study calls for further research and evidence-based interventions to address these educational inequities.</p>

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Science Achievement Trends of Black Girls on the Trial Urban NAEP: A Meta-analytic Case Study

  • 期刊论文

  • 发表日期：

    2025年5月10日

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  • Jemimah Young

摘要

This study conducted a meta-analytic case study of NAEP Trial Urban Data Assessment (TUDA) data, exploring science achievement trends among Black girls in urban versus larger city school districts (N = 26,298). Results revealed statistically significant but practically small differences in achievement (g =  − .07), underscoring structural inequalities and systemic racism. The receivement gap between eighth-grade Black girls in urban districts and their large city counterparts widens despite similar performance across science content areas. Variations in district performance suggest complexities within urban contexts. Meta-regression analysis shows an inverse relationship between science performance and the proportion of Black girls receiving free or reduced lunch, highlighting the impact of resource disparities. Recommendations include targeted funding, culturally responsive teaching, professional development, and increased access to advanced courses to promote equity in science education for Black girls in urban settings. The study calls for further research and evidence-based interventions to address these educational inequities.