The achievement gap shows an 7.2-point improvement in scores between low-income and non-low-income students. Of the 564 students enrolled in 2018, 32.3 percent were low-income – or 182 students.
The achievement gap measures how one group of students academically outperforms another. The Illinois State Board of Education collects data on the persistent gap between groups by race and ethnicity, income level and gender.
The Partnership for Assessment of Readiness for College and Careers, or PARCC, is administered to third- through eighth-graders in Illinois, testing them in reading and math based on Common Core standards. A composite score combines the results of the subject tests.
According to Charles Reed Elementary School composite scores for 2018, 25.5 percent of low-income students passed the tests. Meanwhile, 38.5 percent of non-low-income students passed.
Students who passed either met or exceeded expectations are considered prepared for the next grade level, college or work. Students who failed either partially met, approached or did not meet expectations.
The achievement gap is smaller for English language arts scores and larger for math scores.
There is a 12-point gap between low-income and non-low-income students' English language arts scores in 2018 – a 9.8 point decline since 2017. In 2018, 29 percent of low-income students passed the reading subject test. Meanwhile, 41 percent of non-low-income students passed.
There was a 14.1-point gap between low-income and non-low-income students' math scores in 2018: 22 percent of low-income students passed while 36.1 percent of non-low-income students passed.
Charles Reed Elementary School's income level achievement gap over 4 years
The achievement gap at Kendall County schools
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