Uneven Progress: Recent Trends in Academic Performance Among U.S. School Districts - CEPA Working Paper No. 22-02 - Abstract

Oct 15, 2026

Uploaded by Sarah

This CEPA working paper analyzes district-level trends in average academic achievement across U.S. school districts from 2009 to 2019 using data from the Stanford Education Data Archive. Results show modest average improvements (about 0.001 SDs/year) alongside substantial cross-district variation. Achievement disparities are widening for non-poor vs. poor and for White vs. Black students, while White vs. Hispanic disparities shrink. No achievement-equity synergies or tradeoffs emerge; overall gains are uncorrelated with disparity trends.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages42

Reading Time1 h 46 min

AccessFree to download

Abstract and Overview

Data and Study Period (2009–2019)

Findings on Achievement Levels and Variation

Trends in Achievement Disparities

Tests for Equity Synergies or Tradeoffs

Predictors: Segregation and Teacher Access

CEPA Working Paper No. 22-02 Uneven Progress: Recent Trends in Academic Performance Among U.S. School Districts AUTHORS Kaylee T. Matheny Stanford University Marissa E. Thompson Columbia University Carrie Townley-Flores Stanford University sean f. reardon Stanford University ABSTRACT We use data from the Stanford Education Data Archive to describe district-level trends in average academic achievement between 2009 and 2019. Though on average school districts’test scores improved very modestly (by about 0.001 SDs/year), there is signiﬁcant variation among districts. Moreover, we ﬁnd that average test score disparities between non-poor and poor students and between White and Black students are growing; those between White and Hispanic students are shrinking. We ﬁnd no evidence of achievement-equity synergies or tradeoﬀs: Improvements in overall achievement are uncorrelated with trends in achievement disparities. Finally, we ﬁnd that the strongest predictors of achievement disparity trends are the levels and trends in within-district racial and socioeconomic segregation and changes in diﬀerential access to certiﬁed teachers. VERSION October 2022 Suggested Citation: Matheny, K.T. , Thompson, M. E. , Townley-Flores, C. , & Reardon, S. F. (2022) . Uneven Progress: Recent Trends in Academic Performance Among U.S. School Districts. (CEPA Working Paper No. 22-02) . Retrieved from Stanford Center for Education Policy Analysis: [http://cepa.stanford.edu/wp22-02](http://cepa.stanford.edu/wp22-02) Uneven Progress: Recent Trends in Academic Performance Among U.S. School Districts Kaylee T. Matheny* Stanford University Marissa E. Thompson* Columbia University Carrie Townley-Flores* Stanford University sean f. reardon Stanford University * denotes equal contribution The article would not have been possible without the assistance of Belen Chavez and Demetra Kalogrides. The research reported here was supported in part by the Bill and Melinda Gates Foundation, the William T. Grant Foundation, the Spencer Foundation Award, the Russell Sage Foundation, the Overdeck Family Foundation, and the Institute of Education Sciences, U.S. Department of Education, through Grant R305B140009 to the Board of Trustees of the Leland Stanford Junior University and Grant R305B170015 to the University of Michigan. The opinions expressed are those of the authors and do not represent views of the Bill and Melinda Gates Foundation, the William T. Grant Foundation, the Spencer Foundation, the Russell Sage Foundation, the Overdeck Family Foundation, the Institute of Education Sciences, the U.S. Department of Education, the University of Michigan, or the Board of Trustees of the Leland Stanford Junior University. Publicly available data related to this manuscript can be accessed at the website of The Educational Opportunity Project at Stanford University: [https://edopportunity.org/get](https://edopportunity.org/get)the-data/ . Direct correspondence and comments to Kaylee T. Matheny, [kmatheny@stanford.edu](kmatheny@stanford.edu). Abstract We use data from the Stanford Education Data Archive to describe district-level trends in average academic achievement between 2009 and 2019. Though on average school districts’ test scores improved very modestly (by about 0.001 SDs/year), there is significant variation among districts. Moreover, we find that average test score disparities between non-poor and poor students and between White and Black students are growing; those between White and Hispanic students are shrinking. We find no evidence of achievement-equity synergies or tradeoffs: Improvements in overall achievement are uncorrelated with trends in achievement disparities. Finally, we find that the strongest predictors of achievement disparity trends are the levels and trends in within-district racial and socioeconomic segregation and changes in differential access to certified teachers. Keywords: achievement, achievem

FAQs

What data and time period does the study analyze?

The study uses district-level data from the Stanford Education Data Archive to examine trends in average academic achievement between 2009 and 2019.

How did average achievement change overall across districts?

On average, school districts’ test scores improved very modestly, by about 0.001 standard deviations per year, while still showing significant variation among districts.

What happened to achievement disparities between different student groups?

The paper finds growing disparities between non-poor and poor students and between White and Black students, while disparities between White and Hispanic students are shrinking.

What predicts changes in achievement disparity trends?

The strongest predictors are the levels and trends in within-district racial and socioeconomic segregation, along with changes in differential access to certified teachers.

Oct 15, 2026

Uploaded by Sarah