Abstract
As schools in the United States become more and more output driven within the context of current federal and state educational policies, students, educators, administrators, and policymakers are being held accountable for improving the academic achievement of all students. In particular, as our society continues to become increasingly diverse, there is now a national focus on the achievement gaps between students of different social backgrounds (socioeconomic, racial-ethnic, language and disabilities). In fact, with the recent passage of the No Child Left Behind Act of 2001 (NCLB), federal education policy now mandates that states, districts, and schools monitor achievement gaps among different student groups.
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