Black and Latino students in Texas appear to be closing the gap in test scores, according to a study conducted by the Center on Education Policy, a D.C. nonprofit. The report tracked average math and reading Texas Assessment of Knowledge and Skills (TAKS) scores for grades 4, 8, and high school from 2005-2009, analyzing data across race, ethnicity, income, and gender.

The percentage of eighth-grade Latino and Black students who passed reading tests rose to 90 percent from 75 percent (Latinos) and 78 percent (Blacks) in 2005. The minority growth rate surpassed that of Whites, who progressed four percentage points (from 92 percent to 96 percent) since 2005.

Math scores also reflected a narrowing gap is narrowing between minorities and Whites. Last year, the percentage of Latino students passing math tests rose by 24 points since 2005, while the increase for Black students was 22 percentage points.

Black, Asian, Latino, Native American, and white students, as well as low-income students and boys and girls, made gains on state reading and math tests in two-thirds or more of the states with sufficient data, the nationwide report found. Yet, authors warned that despite this progress, achievement gaps by race, ethnicity, and income remain large and persistent.

“These gaps are still too large, but the faster rate of change in the Latino-white gap shows that progress can be made,” said Jack Jennings, president and CEO of CEP in a statement. “The achievement gap has been a matter of national attention for at least 10 years. And while state test scores are going up, they are going up for all students. That’s why gaps are not closing and remain a major national challenge.”

For instance, the percentage of Black students with proficient test scores was 20 to 30 points lower in 2009 than for white students in several states. At the current rates of progress it would likely take one or two decades or more to close most gaps in student performance, the study indicated.

The projection highlights how the 2002 No Child Left Behind Act, passed under President George W. Bush, seems to be falling short of its goals. The Act, inspired by the Texas’ own school accountability system, sought to ensure students achieve proficiency in math and reading by 2014.

Texas Education Agency spokeswoman Debbie Ratcliffe told the Houston Chronicle she attributed the gains in scores partly to a state law requiring extra help for students who fail the TAKS in grades three, five and eight, as well as literacy and algebra training for middle school teachers.

“For all the complaints about TAKS testing,” she said, “our testing system has raised achievement for the lowest-achieving students.”

And while the TAKS served as a measuring stick in the study, Texas high schoolers soon will no longer be judged by it. The tougher, more time-consuming and higher stakes STAAR exams are planned to be implemented in the 2011-2012 school year.

(Photo: Flickr Creative Commons/dave_mcmt)