New article in EPAA. It has flaws, but (surprise, surprise):
(a) it adds to the evidence that the achievement gap is not going to go away without massive government intrusion (take a gander at the article's last paragraph)...and even then, the magnitude of the gap's closure is debatable (of course, there are other options); and
(b) it gives some evidence that perhaps (math) pedagogy should be race based...

The practices that reduce the gap seem to be somewhat different for African American and Latino students. . . some practices that are beneficial to all students, irrespective of race. Time on task is important. . Conducting routine exercises also proved helpful across the board . . . The practices particularly beneficial to African Americans and Latinos differed somewhat from those beneficial across the board and between the two ethnic groups. . . for black students the most beneficial practice is the emphasis on topics of measurement and estimation. On the other hand, testing has a disproportionately negative impact on black students. . . For Latino students, the most beneficial practice is the emphasis on data analysis. There are no practices analyzed here that proved specifically detrimental to Latino students.*

I doubt that many in Education will rush to accept the fact that there are race-based neuroanatomical and/or neurophysiological differences (why else would different methods of teaching [presumably] have differential outcomes?...and in the 4th grade, nonetheless?), but on the other hand, like medicine, it will be hardly ethical to know something works for a given sub-population and withhold it on a political basis. Of course, this whole field will need multiple replicative (and, hopefully, experimental) studies, but with the brouhaha NCLB is causing (just Google "No Child Left Behind" and you will get a taste), it is plausible this type of research will get underway.

* I am still pondering why emphasizing measurement & estimation or data analysis would be particularly beneficial for a specific race.