Differences Between Socioeconomic Classes And The Achievement Gap Between Students

1234 WordsJan 18, 20175 Pages
Benjamin Leung Research and Composition - R3 Magistra Glaser January 17, 2017 Research Question: In what ways and to what extent do the differences in income between socioeconomic classes influence the achievement gap between students in America? Describe the achievement gap between students in America Background information of the achievement gap. The Glossary of Education Reform defines the achievement gap as “any significant and persistent disparity in academic performance or educational attainment between different groups of students” (“Achievement Gap Definition”). Although there are many indicators of the achievement gap, The Glossary of Education Reform says that the large differences in standardized test scores is often…show more content…
A longitudinal study conducted by Ronald Ferguson, an economist who focuses on the achievement gap, is included in a video lecture. In this study, he discovered that people who do not have fundamental math and reading skills or do not have a college education have received “25 percent” less income since the 1970’s (“The Achievement Gap: Dr. Ronald F. Ferguson”). Ferguson continues describing the results of his study by saying that there are not many jobs available to people who do not have basic skills. Instead, the jobs that are available to them are either taken by machines, low paying, or overseas (“The Achievement Gap: Dr. Ronald F. Ferguson”). Demonstrate how differences in income between socioeconomic classes influence the achievement gap between students in America Statistical information concerning the achievement of students in families above and below the poverty line. In 1997, Smith, Brooks-Gunn, and Klebanov conducted a study using data from the Children of the National Longitudinal Survey of Youth and the Infant Health and Development Program. They found that the poorest children scored “6-13” points lower on various tests (Blazer and Romanik). In 2002, Lee and Burkam conducted a study using 1600 5 and 6 year olds. The results showed that math scores were “60 percent” lower than richer classes and that english scores were lower by “56 percent” (Blazer and Romanik). Literature review describing the lack of enrichment program opportunities due
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