Achievement Gap Cycle

Authors Glenn E. Singleton and Curtis Linton in Chapter Five of Courageous Conversations About Race broach the topic of race, by asking the reader to evaluate his or her own consciousness of race. According to the authors, in order to address the achievement gaps between African American students and White students, educators should shift their energy towards focusing on the factors that they have direct control of inside the classroom rather than on the factors that influence this achievement disparity between races outside the classroom.

These claims have been well documented. However, the connection to the graduation gap may be clearer with an answer of how other factors such as financial and other family problems brought about by poverty affect them. The rest of the book provides possible solutions to questions of invisibility such as respecting and valuing black students. Another solution is removing remedial programs for challenging curricula and supports that are appropriate.

African American students account for the larger majority of minorities in public schools in the United States. Most areas in the northern part of the United states and coastal areas are ethnically diverse. However, down south this is not the case. Students of color will experience a harder time in the education system. African American students meet the obstacle of educators who will not want them to succeed based on a preconceived thought. In fact, Caucasian teachers make up for 85% of all

How should society handle the perceived differences between races when it comes to education? The goal of both researchers is to narrow the academic gap between white and black students. Both authors attribute the gap between the academic scores of black and white students from opposite sides of racial identity. As Dr. Beverly Daniels Tatum, President of Spelman College and clinical psychologist has written an article entitled “Why are All the Black Kids Sitting Together in the Cafeteria?” Her approach is from the perspective of the student and how they perceive their role and upper limits while maintaining their place in their peer group's expectations of their race. Dr. Diane Ravitch, a research professor of education at New York University, has written an article entitled "The Facts about the Achievement Gap.” Her approach is from the perspective of how schools and society implicitly or explicitly cast students into achievement tracks based on their race. Both approach the same idea about racial identity, but they have different solutions, such as peer groups, the school board, and who is right about the solution.

This paper includes a reference list of literature relating to the impact socioeconomic status and race/ethnicity has on academic achievement and what can be done to combat the achievement gap. In general, the literature seems to indicate that socioeconomic status has a greater impact then race or ethnicity on achievement. However, these constructs are often intertwined. The greatest source for combatting the achievement gap are teachers high in self-efficacy, strong and well directed principal leadership, having a positive and accepting racial climate, smaller class sizes, less harsh discipline with more support

the term receivement gap is useful because it focuses attention on educational inputs-what the students receive on their educational journey, instead of outputs-their performance on a standardized test. This refocusing also moves attention away from the students as the source of these disparities, and toward the larger structure and forces that play a role in their education and development (p. 417). Venzant-Chambers (2009) asserted the issue of the Black and White achievement gap must be viewed through other lenses opposed to the single view of Black students cannot perform as well as White students. Venzant-Chambers (2009) offered other avenues by which to examine the achievement gap such as school tracking, examining the

This chapter elaborates on how racism has a negative impact on African American education, in which has been happening for many decades and is currently taking place. Furthermore, it speaks about segregation and how it currently exists in different ways. Additionally, it speaks on how segregation not only exist in one school, but it likewise exists across the school districts. It speaks on how segregation in these schools has a negative impact on students’ academic success and future success.

In 1965, Lyndon B Johnson signed the Elementary and Secondary Education Act in an attempt to achieve more equity among minority groups within the education system. Along with the numerous attempts to close the achievement gap came America’s first federally funded state assessments, created with the intention of holding the nation’s schools accountable for providing a quality education for every student. This legislation was revisited in 2001 by the Bush administration with the No Child Left Behind Act, which saw the achievement gap that still existed among ethnic minority groups, but also recognised a prominent gap within poverty- stricken communities. With this came state tests that were more difficult and more frequent in an attempt to further

Ever since the establishment of equal education in the United States, there has been a disparity in academic success between children of different races. The education of African American children has become a prime example of this. As discussed in the historical text, A Letter to My Nephew, which was written during the time of the civil rights movement in the 1950’s and 1960’s, African Americans were not given equal opportunities to succeed educationally and could do little to change their futures for the better. They had to work much harder than whites to receive even a portion of the recognition and success that whites achieved (Baldwin 1). Although many today believe America has overcome this problem, it still remains a pressing issue in many aspects of society, arguably the most important being education. The racial achievement gap, an important term to familiarize with when discussing this topic, refers to the disparity in educational performance between students of different races (National Education Association 1). As of now, although the education achievement gap has been narrowing, there still remains a large disparity between African Americans and their racial counterparts. According to a study by Roland G. Freyer and Steven D. Levitt, professors at Harvard University and W.E.B Du Bois Institute, respectively, African American students enter kindergarten already significantly behind children of other races, and their test scores continue to drop

Working thesis: The reason why African American students do not have a high rate of academic achievement is because of racism and prejudices, the way they are educated by educators, and their incomes.

After reviewing the Government laws and policies that have been in placed and replaced in history and more currently to contribute and correct the issue. The most important question of all remains. Why does the Achievement Gap still exist? According to former Secretary of Education John King (2016) “Black and Hispanic students continue to lag behind their White peers in achievement and graduation rates.”After so many attempts made by the Government to close the Gap and create equality, clearly there is something that is not being addressed across American Public Schools. Frederica Wilson (2013) former state senate member stated in the Brown vs Board Documentary There is such a difference in going to one school in one community and going to another in another community. Why don't we tackle that problem instead of testing the students predicting they will fail, watching them fail and denying them a good life?”The question now that remains how exactly are the schools different in different communities?

Schools can’t solve the problem alone,” and” without local initiative, reformers cannot succeed.” The neighborhood is where the children grow up, so some of the small level programs depend on local promote. Third, do not ignore the stupendous gap of income. The achievement gap begins when children are young because some of them have had better medical care and have memorized more vocabulary than others because of highly educational parents. According to what Sean Reardon found, the income achievement gap is growing, and it is two times larger than black-white achievement. Therefore, to mend the schools, to act in concert with local, and not to neglect the large income achievement gap are the points that Diane Ravitch

The black/white racial gap dates back about fifty years to the Civil War. This gap is an ongoing problem. As stated in a previous discussion, the best way to look at this is to place a white and black student in a race. Not only does the white student have a head start but they have less obstacles to overcome. While through no fault of their own, these black students could have obstacles such as: their parents not graduating high school or college themselves which in fact contributes to a lower success rate for them, improper education where the teachers shorten the curriculum or even outside factors such as family or neighborhood interfere with the quality of education they receive or even being unable to attend school all together to take

In America today there is a well-known “Achievement Gap” that effects the educational system today. The Achievement Gap is a theory that there is a learning gap in the way white students learn and retain information as opposed to the minority. In this minority group there falls one of the most prominent, black males. The question is why? Why has the graduation rate of black males decreased so much in 10 years? Why is this gap expanding over the years? Finally what are people doing to stop it? Are black males inferior to the other races and groups? The answer lies in the minds of black males, they are finding other ways around the educational system that may or may not be good.

The topic of Wade Boykin speech at New York University was academic success for all students, but more specifically students of color. He discussed the documentation and evidence that explains the achievement gap between students of color and their white counterparts. Boykin also believes the evidence for why the gap exists should be the guide for implementing strategies, inventions and programs to raise achievement. The evidence and research suggest that to raise achievement the intervention should start with transactional strategies.