A Gap Between Test Scores Of High And Low Income Students

(Leon-Guerrero, 2014) Education reform scholars argue that racial segregation, funding, inequity and educational inequality go hand in hand. In the 1990s courts began to examine whether the achievement gap between minorities’ and whites was a vestige also known as the former segregated school system. (Leon-Guerrero, 2014) Today education analyst contributes this to the achievement gap. Although state courts have held that the quality of education should be fair, the struggle to close the achievement gap still continues. For instance, children coming from a household making over $90,000 have a better chance graduating from college by the age of twenty-four. (Leon-Guerrero, 2014) Children coming from families making less than $35,000 have a one in seventeen chance from graduating from college. (Leon-Guerrero, 2014) The No Child left behind Act (NCLB), was intended to be the revalidation of the ESEA in 2001. (Leon-Guerrero, 2014) The purpose of the NCLB was to close the achievement gap within the races, but ended up failing to drive the educational improvement where it was needed most. (Leon-Guerrero, 2014) The NCLB mandated higher scores, but failed to provide low-income schools with resources to make the achievement possible. (Leon-Guerrero, 2014) As a result wealthier

The data is compared to those students come from affluent socioeconomic status and backgrounds. The data is sourced from several diverse locations in order to give the broadest view of the disparities that exist. Howard (2010) compares data in reading, mathematics, SAT results and disciplinary rates. This data is a formidable beginning to the content of the book because it provides context for the reader to better understand the achievement gap.

The “achievement gap” in education refers to the disparity in academic performance between groups of students. The achievement gap is shown in grades, standardized-test scores, course selection, dropout rates, among other success measures. It’s most often used to describe the troubling performance gaps between African-American and latino students, towards the lower end of the performance scale, compared to their white peers, and the similar academic differences between students from low-income families and those who are privileged. In the past decade, scholars and policy makers began focusing their attention on other achievement gaps, such as those based on sex, English language and learning disabilities.

The “gap” as referred to in the title, is the distribution of the scores on achievement tests that differ between black and white students in the United States. The purpose of this study was to record the degree of the gap in achievement scores, decide how much of the racial gap is due to social-class, how the gap differed in the 30-year period, and how that which is credited to the social-class has changed over the years.

How far a student can go in life is already pre-determined by the generation before him. Success is no longer made up of solely intellectual ability, but rather if the streets the student walks through is gang-ridden or not, if their parents are absentees, and other conditions in which the child grows up in. Valerie Strauss expresses these concerns in her article, “What the Numbers Really Tell Us About America’s Public Schools” in which she discusses how income levels correlate with students’ success rate which is further accentuated through Kamiak and Mariner High School’s Standardized Test Results. “Motivation, a Major Factor in U.S. Student Test Performance” by Dian Schaffhauser continues this idea of external problems affecting low scores

Education is essential to attain social mobility, however students face difficult obstacles. Even though we have laws like No Child Left Behind Act (NCLB), however many students that come from low social class families do not have equal opportunities as students that come from higher income households. NCLB is encouraging on its face, but it does not address the unequal distribution of funds for districts. NCLB set standards in which students must achieve scores on standardized test rather than having access to equal opportunities, in

A widespread issue for Americans, the achievement gap is a significant inequality that young minorities face. Directly correlated with the societal injustices of poverty and racism, often resulting in limited opportunities and socioeconomic stagnation, the achievement gap encompasses the disparity in education performance of students by race and income. As the basic values of a democratic government include justice and liberty, it is imperative that a democracy and democratic citizens provide equal opportunity for all, especially in the realm of education.

The achievement gap, as most educators know it, isn’t just something seen or experienced at a district level. This is something with national implications, which will be felt for generations to come if it is not addressed now. Yet many people ask “so what? Why do anything about it?” According to a report from The Center for American Progress, longstanding racial and ethnic gaps in education and other areas are growing in part due to income and wealth inequality. This suggests that decisions made today, will directly impact America’s economy tomorrow.

The achievement gap that exists in my school is a socioeconomic one (J. Perkins, personal communication, October 24, 2016). Data for Woodville High School shows an achievement gap for low-income students (J. Perkins, personal communication, October 24, 2016). Additionally, this achievement gap is wider for low-income, first-generation students. ACT Aspire Reading data shows that only 25% of students at the poverty level met or exceeded the content standards. ACT Aspire Math data shows that only 21% of students at the poverty level met or exceeded content standards. The total minority population of the school is 6%, and the largest minority group is Native American (Cherokee). Based on the available data, the target population to combat the achievement gap is the high poverty students. 64% of the school’s total student population is considered economically disadvantaged (Woodville High School). These students qualify for free or reduced lunch. The latest data show that there is a 20.4% gap between economically disadvantaged and non-disadvantaged students in math and reading (Woodville High School).

In 2002, then-president George W. Bush realized that the Elementary and Secondary Education Act of 1965 had been under much controversy since it played an insignificant role in reconstructing the performance of learners. In order to fill the loopholes in the ESEA, congress implemented the No Child Left Behind Act, which increased the federal role in the educational system in the country. In hopes of bridging the performance gap that had existed for students of low socioeconomic status, the act increased the responsibility of educators and schools.Within this essay, I shall be focusing on how the No Child Left Behind Act does the opposite of what it claims to achieve. The systematic use of testing as a powerful mechanism for decision making

Although educational programs have been introduced to address the achievement gap in low-income and urban communities, the educational outputs of these areas remain below the national average (Tierney & Jun, 2001; Ng, Wendell & Lombardi, 2012). For example, the percentage of adults with a bachelor’s degree in Camden city

Recent research into schools’ efforts suggests that meditation might significantly improve children’s performance in school, closing the so-called “achievement gap” that exists between inner-city students and their suburban equivalents.

The No Child Left Behind Act is a reauthorization of the Elementary and Secondary Education Act that was established in 2001. This act required students, from grades 3-8 and once in high school, to test in reading ad math. They are required to meet or exceed state standards in reading and math. The main goal of this act is to close achievement gaps by providing children with fair equal, and significant opportunities to obtain a high quality education. It has four important pillars in the bills. The first is accountability, which ensures disadvantaged students to achieve academic proficiency. Then there’s flexibility, which allows school districts to use federal education funds to improve student performance. The third is researched-based

In the U.S., low income students who live in high poverty neighborhoods do not receive the proper funds for school. The schools that they attend do not get enough of the state’s money in order to get the education they need. Students that come from wealthier families can get the help they need outside of school, if they cannot get it in school. Low income students have to take what they are given and that is not always a lot. Every student might not get a textbook that they can take home and that leaves them with no help to do their homework. This can push the student behind the rest of the class and may take them longer to catch up because

Majority of the students education depends on their situation at home. It also falls on the parental educational levels more often students receive an higher education when parents have gone to college, or only receiving a high school diploma their children will either drop out or get a further education. There are low-income children who are willing to get receive all the opportunities they can get, others are willing to give up which leads to achievement gap (Brown, 2009). According to Brown, low-income children faces challenges at school and endurance in response to those challenges matters to their educational path. Research considered early learning environment (Brown, 2009) and skill gaps in expressive language (West, 2007) is involved