Argued In Young Black And Gifted

Geography played a huge part in my experience with K-12 education. In the study titled, The Geography of Inequality: Why Separate Means Unequal in American Public Schools (2012), Logan, Minca, and Adar noted that inequalities of performance between schools that have a majority of minority groups and found connections between the performance of school when looking through the lens of race and ethnicity. Key findings included that African American, Hispanic, and Native American students were most likely to attend a school that averages between the 35th-40th percentile (Logan, Minca, Adar 2012). Three types of high poverty schools were outlined; location in city center, majority African American and mixed location, and majority Hispanic (Logan et al., 2012). The school district that I attended for my K-12 education experience was nearly 95% white, located in the suburbs, and had low poverty. My education experience directly counters the education experience that my student engage in on a daily basis. This has created an internal motivation to

Urban students are faced by far more challenges than students from affluent districts. Teachers in urban

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

In a study conducted Rosenthal and Jacobson they examined the exceptions of teachers from their students and self-fulling prophecy. They believe the central problem of so many kids failing school is because of kids with disadvantages. They are lower class children who live in poverty and being taught by middle class teachers. They are the Mexican American, Puerto Ricans and African Americans. These teachers are white females who are middle class and teaching the “disadvantage” which leads to the teacher expectations for them to fail. (Apa)

A look at the state of education: it’s certainly not in black and white. Two articles, The Facts about the Achievement Gap by Diane Ravitch and From Still Separate, Still Unequal: America’s Educational Apartheid by Jonathan Kozol, provide facts about the crumbling education system in the inner cities of America. Schools there have shown to be segregated, poorly staffed, and underfunded. While the theme of both articles may be educational shortcomings, the content is surrounded by discussions of segregation. There are more underlying factors the authors are missing. Readers need to be rallied together in a unilateral cause to identify the issues affecting the nation’s education system, segregation is not one of them.

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

Pedro Noguera, a phenomenal urban sociologist and a professor at New York University confronts the problems which exist in our nation’s education system in his book, City Schools and the American Dream: Reclaiming the Promise of Public Education. Noguera describes what he views to be the main problems facing urban education and suggests strategies for improvement. From years of experience as a teacher and school board member, he reflects on what he believes to be the real problems. Noguera blames the school’s failures on students, parents, and teachers which leads to blame local government officials or policymakers. Noguera states in City Schools and the American Dream, “The central argument of this book is that until there is a genuine commitment to address the social context of schooling — to confront the urban condition — it will be impossible to bring about significant and sustainable improvements in urban public schools” (pg.6). Noguera believes that we must address the central problem to make any type of solutions for improvement.

The pressures of racism on today’s society are being perpetuated by socioeconomic shaming against less fortunate black schoolchildren to look to the future of becoming less successful than the more financially stable white schoolchild sitting in the next classroom. The most unfortunate part about the white-black achievement gap is that

Topical Reference List: Understanding the Achievement Gap Carrie L. Thang Liberty University Abstract 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

Introduction “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.

America’s education systems suffers from a multitude of problems but the main issues, are the imbalance found between urban and suburban school districts. Most people do not even realize that our public-schools is slowly easing its way back to fully segregated schools. Urban schools are now full of majority Black

He argued that it was the teacher’s perceptions and their expectations of the students that continues to keep the gap wide. This view is a controversial one because of the underlying tone that somehow racism could be causing the gap. However, it has been stated that sometimes teachers form a preconceived notion about their students and that notion ultimately affects how they treat their students, what is expected of their students and how the students begin to perceive themselves. He suggested using the proper amount of “wait time”, proper feedback, and mirroring the “Great Expectations” initiative for implementing a teaching approach that black students will excel under (Ferguson,

An achievement gap describes the differences in education growth between a certain minority (African-Americans or Latino-Americans) as compared to white, middle SES students. There is such a drastic gap between black and white students because most black students attend a 48% black population school, where most white students attend a 9% black population school. Achievement is also the lowest in a school with a high population of black students, this is because these schools are usually in low SES urban areas where there aren’t as many resources as mainly white populated schools. These mainly black populated, low SES schools are including families who aren’t as involved in helping their child’s education. In low SES schools, there are more less qualified teachers with less experience who may impact a student’s learning than those teachers who are more experience.

When thinking about a key issue to explore, we quickly turned to achievement gaps because we know it will be an issue we face once we have our own students. The different factors that we focused on were race/ethnicity, socioeconomic status, and gender. When discussing achievement gaps, we are referring to a persistent deficit in educational performance between various groups of students. We know that we will be teaching various students who are learning on all different levels and some of those students might experience facts that has create an achievement gap in their learning. Therefore, we wanted to explore the ways that we can help these students. Additionally, we both want to teach in a low-income area. Since achievement gaps are sometimes

With regards to student achievement data, curriculum needs to continue to be rigorous and challenge students of all abilities to achieve excellence in a wide range of academic activities. This striving for excellence does not only pertain to academic but the arts, culture, and sporting activities. Lastly, parents and teachers need to work together. Obviously, all teachers have a bachelor’s degree or higher, but almost 75% of parents have an associate’s degree or lower in regards to education level; with 36.8% of parents having the equivalent of a high school degree or lower. It is imperative for these teachers to work with parents in order to provide a well-rounded education for all students. I realize that some parents might have difficulty offering assistance to their child due to the education gap.