Achievement Gap with Minorities

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

As I read about the achievement gap (Taylor), I felt a sense of despair. Families of color are positioned between a rock and a hard place. When children enter kindergarten, the racial gap is half of its ultimate size because many children of color do not participate in high-quality programs. How can people of color "catch up" to their counterparts when they are behind at the age of 5? There are also institutional factors that continue this achievement gap and perpetuate racism by consequence. After Brown v Board of Education (1954), white families enrolled their children in private and suburban schools. Since school busing has been discontinued, school assignments based on residential neighborhoods have created racially segregated schools.

“The socioeconomic achievement gap in education refers to the inequality in academic achievement between groups of students. The achievement gap shows up in grades, standardized test scores, course selection, dropout rates, and college-completion rates, among other success measures” (Ansell, 2017). Typically, when discussing the achievement gap, educators are comparing the academic progress of African-American students or Hispanic students to the progress of white students. More-often-than-not the white students will have more educational achievements than their non-white colleagues (Ansell, 2017). The most widely accepted theory as to why students with higher socioeconomic status (SES) do better academically is high parental involvement, access to economic resources and access to highly qualified teachers (Huang, 2015. Pg.6). Students of low socioeconomic status often live in poverty. This means that the student may not have sufficient school supplies or even someone at home to help him with his homework. There are numerous children in the United States’ school systems that are failing due to the achievement gap. These students are at a disadvantage because the school systems and teachers do not notice or even care about their home life and how it comes into play in their education. It is important for our nation to not only understand the achievement gap but take steps toward correcting it.

Ravitch?s discussion on ?achievement gaps? points out that African American students academic scores have progressed remarkably since 1990 to 2011. She also states that the Hispanic and Asian have progressed as well. Achievement gaps will continue to be an issue, as long as there are different races, ethnic groups, the poor and the wealthy. The more disadvantaged one is, is going to lack in education and prosperity. To solve an issue like the achievement gap, we need to take action and begin at the root. These children are suffering because lack of proper education in the school system, which stems from the poverty in the segregated neighborhoods. Low income

As minority students increased in urban public schools, they have now become the majority of the school population and have brought difficult topics to the surface; race and ethnicity. In Another Inconvenient Truth: Race and Ethnicity Matter, Hawley and Nieto published their beliefs on how cultural differences are not to be tucked away and hidden in an educational setting, but embraced and celebrated to promote education by the teacher in an academic journal: Educational Leadership. Their appeals and claims provide various instruction to guide professional educators to overcome the achievement gap.

The first public school in the United States opened in Boston in the year of 1821. By the end of the 19th century, public secondary schools began to outnumber private ones. Nevertheless, the education system started with many flaws. One of the biggest problems of the public educational system is that, although it gave the less advantaged an opportunity to learn, it did so in a segregated way. When we talk about the segregation of the past, everyone seems to agree that it was a real problem. However, when someone say the schools are still segregated today, many people (from advantaged social groups) would disagree. One thing to keep in mind is that, desegregation is not limited to having multiracial schools with students of color sitting next to white students. Desegregation goes beyond the school scope and family and community cultures also play an important role. To make things worse, the education system is having several problems on achieving its mission of preparing the youth to succeed personally and professionally. According to experts, the achievement gap shows how big those problems are. In order to understand why the achievement gap is related to today 's segregation, we need to understand what achievement gap is. The best definition of achievement gap, describes it as the difference in educational proficiency between students who come from high or middle class white families,

The statistics presented about the achievement gap are almost always broken down by race of students. The educational gap between African American 5 students and their White counterparts is not only an education problem but it is also a significant socioeconomic problem that impacts African

In the article "The Black-White Achievement Gap: When The Progress Stopped," NAEP (the National Assessment of Educational Progress), discusses the past 45 years and how children in the black community have still not met the same success as their white counterparts. Not only has education been lacking in the black community but socio-economic growth and interpersonal relationships have seen a downward trend with little to no progress. Moreover, the resources available to higher income white children and low income black children is a stark difference. Focus on change has been slow. Progress to narrow the black-white achievement gap must be met with strong economic support not just from the government but from within the community.

The racial achievement gap is a highly talked about issue within education in the United States. It refers to the differences in standardized test scores between black students and white students. Even though this issue is still prevalent today, it has improved greatly from the past. Ever since Brown v. Board of Education, where the supreme court ruled that it was unconstitutional for schools to be racially segregated, the racial achievement gap has become smaller. However, it still exists which has led many people to wonder why and design experiments to figure out what could be causing it. The racial achievement gap is a big issue because it shows that black students are falling behind in school which can lead to them not going to college or dropping out. It is also an issue because all students deserve to have an equal education and they should all have a chance to succeed in life. In order to fulfill equal education for everyone, the reasons for the achievement gap need to be found and fixed. Some people have already investigated independent variables that could impact the achievement gap such as personal faith, self-affirmation, and students schoolmates. However, not many experiments have been done to test the impact of unequal spending per pupil on the racial achievement gap. In this paper, an experiment will be designed to investigate the possible effects it has on the gap with a hypothesis that the unequal spending increases the achievement gap.

The article, “Why Does the Gap Persist?” by Paul E. Barton is an attempt to try and make sense of why our minority students continue to struggle. Barton brings up the point that research has shown that equal access to education has not equated to equal achievement. Mr. Barton points out fourteen factors that affect student achievement. A summary of some of these points will follow.

As the graph above displays, students in the United States have made notable gains in academic achievement over the past 45 years. However, the racial achievement gap remains due to not

The achievement gap does not mean that African American and Hispanic students have not improved over the last years, in fact they have improved a lot, but white student’s test scores have also improved. The achievement gap is still a large gap because white, African American, HIspanics students are improving their test scores. The biggest reason that the achievement gap still exist is because not all students are treated equally; minority students are getting lower tests scores than white students because they don’t receive the same resources as white students. The author states the achievement gap started way before students even started school; it started when some students had better medicare, some children had parents who went to college, some students have more books than other. Thus, it all comes down to students not having equal resources, The only way to close the achievement gap is to try to close the inequality in America, this of course is impossible. As a Hispanic student I have been through the struggles and disadvantages minority students face. I know that as minority students we face many disadvantages, but I also know that we can surpass all these disadvantages and still succeed in

The question remains, can schools close the achievement gap between students from different ethnic and racial backgrounds? Is this a realistic goal or just a reality? My position on these questions are that anything is possible so yes this a realistic goal however we are living in a time where this is both a reality and a goal. Also the schools cannot do it alone, this will take a team effort. Many efforts has been made to close this gap however the efforts has had some effect but not enough to see the achievement gap close or near closing.

In school there are always those students who exceed, but there are also individuals who struggle significantly. However, minority students tend to struggle more than nonminority students. According to an article called “Addressing the Achievement Gap Between Minority and Nonminority Children by Increasing Access to Gifted Programs,” by Paula Olszewski-Kubilius, Seon-young Lee, and Mephie Ngoi, “The most significant educational problem in the U.S. is the fact that the achievement of minority children lags behind that of non-minority children” (Kubilius 2004). In another article called “Bridging the minority achievement gap,” by Edmund W. Gordon, it’s said that “although African-American, Hispanic, and Native American children make up 30 percent of students in U.S. schools, they account for only 8 percent of students scoring 1400 or higher on the SAT” (Gordon 2000). Are schools to blame for these educational lapses? Schools shouldn’t receive the blame entirely. If the schools wanted to improve their curriculum and educational systems, it still wouldn’t close the existing achievement gap. This gap will most likely never close because of the existing external forces. These existing external forces that affect minority populations limits their educational potential.

It is our duty as the church of Jesus Christ to stand up for those who cannot speak for themselves and have their rights continually violated. The next two paragraphs detail some examples of how this can be done in regards to closing the educational gap for minorities of low socioeconomic statuses.