TY  - CHAP
AB  - Abstract For more than a century, state and federal governments and organizations have used different measures to determine if students and groups of students have achieved in a particular subject or grade level. While the construct of achievement is applied irrespective of student differences, this equal application turns out to be anything but equitable. In this chapter, we work to understand the way achievement plays out for Black students by deconstructing how the word achievement works. In doing so, we track the history of education, testing, and curriculum as it has been applied to Black youth and youth of color.
VL  - 5
SN  - 978-1-78714-258-9, 978-1-78714-259-6/2051-2317
DO  - 10.1108/S2051-231720170000005004
UR  - https://doi.org/10.1108/S2051-231720170000005004
AU  - Olmanson Justin
AU  - Falls Zoe
AU  - Rouamba Guieswende
PY  - 2017
Y1  - 2017/01/01
TI  - Historical Analysis: Tracking, Problematizing, and Reterritorializing Achievement and the Achievement Gap
T2  - African American Children in Early Childhood Education
T3  - Advances in Race and Ethnicity in Education
PB  - Emerald Publishing Limited
SP  - 57
EP  - 84
Y2  - 2024/09/21
ER  -