A clear and persistent gap in test scores at all levels of education exists between English speakers and minorities, which has perplexed researchers ever since decades. Although not all individuals in a minority group score lower than all Anglos, a member of a racial minority group is still more likely to have lower test scores. Given that minority racial groups – African Americans and Hispanics – are growing relative to the overall demographics of the U.S. population, it is imperative that researchers studying the area of ​​academic achievement identify this problem, uncover the factors that lead to it and use their research to provide answers. on reform to help close the test score gap between these racial groups. The issue is of central importance to society since many societal institutions, besides educational institutions, rank individuals based on their test scores to demonstrate their skills, and there are a limited number of outlets for the job. There is therefore competition to obtain minimum test scores allowing access to these jobs and institutions. If certain racial groups perform worse, on average, this will mean that members of those racial groups will be underrepresented in societal institutions. Only by reducing test score gaps between Anglo and minority racial groups can there be equitable representation. Greater representation of racial minorities in society often means more social and economic opportunities available, such as reduced poverty, improved neighborhoods, and greater racial equality. Narrowing or eliminating the test score gap for racial minorities while they are still students can help prevent the disenfranchisement and economic inequality currently seen in minority neighborhoods. The Test Gap Dilemma...... middle of article ......ss Toward Equity? Educational Researcher January 2002 31:3-12, doi:10.3102/0013189X0310010034) Rothman, Robert. “Closing the Achievement Gap: How Schools Are Doing It.” Annenberg Challenge Journal. 5.2 (2002): Print.5) The Black-White Test Level Gap: Why It Persists and What Can Be DoneChristopher Jencks and Meredith PhillipsThe Brookings ReviewVol. 16, no. 2 (spring 1998), pp. 24-27 (article consists of 4 pages)Published by: The Brookings InstitutionStable URL: http://www.jstor.org/stable/200807786) Warikoo, Natasha and Prudence Carter. “Do Catholic high schools improve the achievement of minority students?.” American Journal of Educational Research. 79.1 (2009): 366-394. Print.7) Zeith, Timothy. “Do Catholic high schools improve the achievement of minority students?.” American Journal of Educational Research. 22.3 (1985): 337-349. Print.