White males in the "At or Above Proficient" skills level is stated at 49% with black males in this category stated at a mere 13%.
The following labeled Figure 2 shows the statistical report of NAEP (2005) in relation to achievement differences among African-American and White American males.
NAEP STATISTICAL REPORT: Minority Male Achievement Gaps Relative to White Males, Grade 4, 2005
Source: NAEP STATISTICAL REPORT (2005)
By the time these students reach 8th grade white males "At or Above Basic Achievement Levels" totals 76% while only 43% of the African-American males are "At or Above Basic Achievement Levels" the negative value in the Achievement Gap of African-American Males as relative to White Males indicates that a lower percentage of minority males are achieve at or above basic levels than are white males.
NAEP STATISTICAL REPORT
Minority Male Achievement Gaps Relative to White Males, Grade 8, 2005
Source: NAEP STATISTICAL REPORT (2005)
By the time the student reaches the 12th grade the white males that are "At or Above Basic Achievement Levels" is stated at 69% while the African-American males "At or Above Basic Achievement Levels" is stated at 46%.
NAEP STATISTICAL REPORT
Minority Male Achievement Gaps Relative to White Males, Grade 12, 2005
Source: NAEP STATISTICAL REPORT (2005)
Demographics
Eleanor Babco states in the work entitled: "Uphill Climb: the Status of African-Americans in Science and Engineering. Making Strides" that: "African-Americans constitute the largest racial minority group in the U.S. And their numbers continue to grow. Data from the U.S. Census Bureau in 1999 show the proportion of African-Americans increased from 12.3% of the population in 1990 to 12.8% in 1999 or a total of 34.9 million. This compares with a decline in the proportion of whites from 83.9% in 1990 to 82.4% in 1999. (2004) the projected population for African-American's will double according to the U.S. Census Bureau states Babco to approximately "61 million, or 14.4% of the estimated population of 394 million compared to 295 million or 74.9% for whites." (2004)
Historical Overview of Educational Trends in United States
Before the decade of the 1970s African-American individuals were practically non-existent as scholars or employees in the science and engineering community and for those who earned their undergraduate degree in science and engineering the degree was from one of the 'historically black colleges or universities' of what is referred to as a 'HBCU'. The HBCUs were established following the Civil War. The work of Babco relates that: "African-Americans have made some progress in increasing their participation in the science and engineering enterprise. Their test scores have risen; the number graduating from high school and entering college is increasing; the number receiving baccalaureates and going onto graduate school is increasing. But the proportions doing so are not large enough or climbing sufficiently to make much of a difference in the total makeup of the pool. If the U.S. wants to continue its world's leadership in science and technology, it must utilize the talent of all of its citizens, capitalizing on the many advantages of diversity. The traditional base of our science and engineering enterprise, white males, is decreasing." (2004) However, it is seen as important that focused and intentional ongoing initiatives for change be ensured.
Overview of Challenges in Provision of Equitable Education Opportunities
Davis of Temple University in the study entitled; "Early Schooling and Academic Achievement of African-American Males" in the Sage Publishing abstract states that: "African-American males challenge schools in many ways. Perhaps the single most important challenge that has garnered recent attention in research reports, policy documents, and public commentary has been the increasing disparity in the educational achievement of African-American males relative to their peers. Although other issues, such as the need to develop programs that promote school readiness, improving teacher education, and providing resources to meet increasing academic standards, are important, the implications for achievement differentials are even more far-reaching. The negative consequences of the achievement gap are more acute for African-American males who are victimized by chronic, systemic levels of poor performance and behavior problems in school. In short, the potential loss of resources -- intellectual, cultural, and economic -- resulting from lower achievement reduces the capacity of African-American males to be productive, integral, and contributing members of their communities." (2006, Sage Publishing Abstract: Davis nd)
Monique M. McMillian states in the work entitled; "Is No Child Left Behind 'Wise Schooling' for African-American Male Students?" published in the High School Journal - Volume 87, Number 2 in December 2003-January 2004, and on pages 25-33 that if achievement...
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