Achievement Gap Recommendations

Whether on the scale of a school district, a state, or the nation, achievement gaps exist. Wealth seems to be the deciding factor, with race coming in at a close second, but these do not (and should not) be deciding factors. The State of Texas has developed The P-16 Initiative which seeks to close theses performance gaps between the poor and wealthy. Our textbook reads: “The P-16 is an effort to work with stakeholders collaboratively to foster a more integrated education system, while addressing issues of college readiness standards, teacher education, and educational

According to Sanford Graduate School of Education research, almost every school district enrolling large numbers of low-income studies has an average academic performance significantly below the national-grade level average. Achievement gaps are larger in districts where black and Hispanic students attend higher poverty schools than their white peers. The size of the gaps has little or no association with average class size. The most and least socioeconomically advantaged districts have average performance levels more than four grade levels apart. According to Reardon and colleagues, one-sixth of all students attend public school in school districts where average test scores are more than a grade level below the national average. Also, one-sixth

The achievement gap is defined as the disparity between the performance groups of students, especially groups defined by gender, race/ethnicity, ability and socio-economic status. The achievement gap can be observed through a variety of measures including standardized test scores, grade point averages, drop out rates, college enrollment and completion rates. The Black-White achievement gap is a critical issue in modern society’s education system. Although data surrounding the issue clearly indicates that the racial performance gap exists in areas of standardized tests, graduation rates, dropout rates, and enrollment in continuing education, the causative reasons for the gap are ambiguous—therefore presenting a significant challenge in

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.

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

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 text states that it is essential that superintendents and school board members communicate effectively to find the best solutions to problems. Effective communication requiring everyone to be heard in an honest and forthright exchange of viewpoints has proven to be best for children. Therefore report on Curriculum by Dr. Byron Haynes and reports on start of the year were given by Principal J. Griffin, Principal B. Cleark and Principal M.

Strategies that are in place are teachers and administration walk-through with feedback for growth. The school also provides support for teachers whose performance was

There are many different levels of professional need and growth, especially in the area of ELA which is the basis for all academics. Some people need training on the basics of running a classroom. Many educators still view diverse learners as already having deficits, which is not necessarily true. Others need more time on analysis, co-teaching, collaboration with others, how to identify students with needs or gaps in their learning. Questions that I have asked is: How do you increase achievement with children living in poverty? How do we use current data to close gaps these gaps? If you want to close the socioeconomic achievement gap in your school, what is my first step? Teachers need to learn about diversity. We need to learn about classroom strategies and how to give all students the opportunity to learn. Believe it or not, we need to learn about how to reflect on our teaching, something that was done almost daily during our internships. We need to understand the reasons for achievement gaps, not just what it looks like. Professional development is designed to provide additional support for teachers, both new and seasoned. If the quality

Furthermore, I would execute the monitoring of schools and colleges strictly which helps enhance the education quality of schools, physical facitlies in school, teachers’ and students’ participation in building excellent education system and so forth. Also, I would increase the sectors of scholarships which eventually promotes the number of school going children as well as adds up the hunger to become best amongst the students. The present understudies require "twenty-first-century aptitudes," like basic considering, critical thinking, imagination, and advanced proficiency. Students of any age need to get comfortable with new advancements and adapt to quickly evolving work environments. All of the aforementioned points would be executed efficiently in my tenure which certainly improves the level and quality of education.

Educational gap between schools in districts are very common, but if we want our students to achieve their goals and become successful, we must cut down on the gaps and make every single student educated. My school, Anaheim High School, which is probably the biggest school in the city, but yet we still belong to one of the lowest achieving schools in the city. We have about 2500 students and over 100+ teachers and coaches in every sport, but we have not been able to reach the top lever. All the schools that have low academic scores in the city of Anaheim they must follow the examples of KIPP (source 6). KIPP is a nonprofit charter school. They run their school longer than any other school. When students are provided with more time for learning, they obviously will score better than other students. The teachers at KIPP give more homework

Education is always indispensable, and every development comes from education. For example, the progression of manufacturing or devising the robot, phone and computer all establish in education. Without education, people could not have an advantageous life. In other words, the developments, convenient substances and achievements are from education. However, the society has been converting into complicated, and some inequalities and issues from education relate to income and the situation of families and communities which will beget achievement gap. For instance, The Facts about the Achievement Gap written by Diane Ravitch, mentions: “The children at the wrong end of the gap are likelier to attend schools in overcrowded classrooms with inadequate

As a concerned citizen of Gadsden County, I would like to address the Ladies and Gentlemen of the Gadsden County School Board. This is a proposal that will improve our education system. The schools in our district are achieving pitiful marks in both English and Mathematics, the two core subjects essential to many employers. The website usnews.com found that at East Gadsden High School the proficiency rate in both math and English was 20%. The “Gap between Actual and Expected Performance Index” was -39.6% for East Gadsden High School. At West Gadsden the English proficiency rate was 20% and the mathematics was 16%. West Gadsden’s “Gap between Actual and Expected Performance Index” was -36.3%. Numbers like these are not acceptable if we want

The cliché’ saying- the writing is on the wall. Our population is majority African American students; but when compared to schools in our area other than the obvious (Caucasian and Asian students), the Hispanic students are out performing the African American students. Therefore; the changes I would implement and continue would be to follow the strategies set forth in the text. I would definitely ensure that the teachers on my campus could answer the three essential questions (What is it that students should know and be able to do? How will we know when students know it and are able to do it? What do we do when we discover that students don’t know it and are not yet able to do it?) These questions would be discussed weekly as they are essential to the work we do. (Which currently relate to the LO and DOLs in Dallas ISD). We would have the hard conversations on a weekly basis as we analyze our data and/or possibly do a book study using this text (Henceforth; I would purchase the facilitator’s guide to aide in the discussions). Collaborating with other passionate leaders and schools would be ongoing. As a result, we would start the implementation of the 3P’s (passion, practice, persistence) which the text defined as a means to eliminate the achievement

The distinctive achievement gap between black and white students are often linked with cultural theories. However, holding such “blame the victim” perspectives makes little sense since the forces that shape their behaviors are beyond the control of any individual and therefore, a structural approach blaming the system is essential to resolve this gap.