These texts clearly show that the high achieving students will not be fine on their own. All the research indicates high achieving students from lower-income families decrease throughout their educational career. Helping students that are high achieving not only helps the students but would also contribute to closing the achievement gap between lower-income and high-income family students.
In the texts clear examples of high-achieving students from lower income families need for direction and guidance to help them stay on path is evident. One of the texts discusses the case of Omarina Cabrera. She clearly needed help while she was going through crisis in her life. Not only is it clear that she needed help but it also shows if she had not received the help she would have failed. This is seen through her twin brother who faces the same hardships but did not receive the attention he needed. Omarina says “It really was a difficult time for me. However, I think the only reason I got through it was because of support people bring to me, Ms. Miller and my guidance counselor. The fact that they told me, “You’re bright and you’re special,” and drove me and encouraged me, told me never to quit and never let your dreams end.” In her own words she show and demonstrates the importance of guidance and support.
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However in order to help the gap diminish and create achievement equality policies need to be made to help students grow and remain on track with their education. All the texts show us those student that are high achieving and from lower-income families are at a greater disadvantage, than those student that are high achieving and from an upper-income
When relating poverty to the achievement gap, one can see the correlation. The achievement gap is the discrepancy in academic performance between groups of students, it is more often used to describe the troubling performance gaps between African-American and Hispanic students at the lower end of the performance scale. Many students who are living in poverty fall within these backgrounds and it is understandable why their grades and school performances are suffering. Abraham Maslow’s pyramid of hierarchy needs show that before a child is able to learn or perform any kind of activity, the basic needs must be met, food, shelter, and water (Shaffer, 2014, pp 158).
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
Throughout decades, education inequality is still one of the most deliberate and controversial issues in the United States. Thus far, the privilege or right to receive education has not attained the level of equality throughout the nation. Poor districts obtain less educational funds while rich districts obtain more, which create an immense gap between the quality of schools in poor and rich areas. In other words, the education gap is the root of inequality in America. Inequality in education is linked to the major problems in the society. The need for studies to be done to find ways of overcoming these inequalities is very inevitable. The means of mitigating these inequalities are important for the entire world. This is something of great interest due to the fact that children need quality education which is a pillar for a guaranteed future. Generally speaking, the distinctions among races, genders, and classes in the society have caused the educational inequality in America.
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
The data is compared to those students come from affluent socioeconomic status and backgrounds. The data is sourced from several diverse locations in order to give the broadest view of the disparities that exist. Howard (2010) compares data in reading, mathematics, SAT results and disciplinary rates. This data is a formidable beginning to the content of the book because it provides context for the reader to better understand the achievement gap.
After reading the first portion of three inspiring books, Finnish Lessons 2.0, 50 Myths and Lies That Threaten American Schools and Jules on Schools, I noticed a common theme. I noticed that each book emphasizes the importance of providing equal academic opportunities for every student no matter their background. The first book 50 Myths and Lies That Threaten American Schools written by Berliner and Glass, explains the disconnect of educational opportunities for all students of diverse socioeconomic backgrounds in the United States. Our society has been more concerned with bettering themselves instead of funding public education. Schools are becoming segregated, children of wealth are separated into private or charter schools and children living in poverty or children with special needs separated into public schools, “This continuing trend does little to improve educational opportunities for the middle and low-income students ‘left behind’ in public schools.
For students at RYP, the achievement gap, referring to the disparity of educational performance of students by race and income stems from overlapping societal injustices
Poverty is on the rise all around the world especially across the United States. This is a problem that is affecting many aspects of life for both the victim and the people around them. Students living in poverty have to tolerate many unfortunate circumstances on a daily basis which can have a significant effect on their growth, development, and educational experience. Students from low socioeconomic backgrounds can still have the same success as the average student, but it takes a little extra effort and a leap of faith. Although it may be challenging for students from low socioeconomic backgrounds to achieve success in school and the real world, it is not impossible.
To be clear, income and wealth inequality are not the only reasons for this achievement gap that continues to persist. Access to childcare, preschool programs, proper nutrition also play a roll, as do physical and
The “achievement gap” in education refers to the disparity in academic performance between groups of students. The achievement gap is shown in grades, standardized-test scores, course selection, dropout rates, among other success measures. It’s most often used to describe the troubling performance gaps between African-American and latino students, towards the lower end of the performance scale, compared to their white peers, and the similar academic differences between students from low-income families and those who are privileged. In the past decade, scholars and policy makers began focusing their attention on other achievement gaps, such as those based on sex, English language and learning disabilities.
A widespread issue for Americans, the achievement gap is a significant inequality that young minorities face. Directly correlated with the societal injustices of poverty and racism, often resulting in limited opportunities and socioeconomic stagnation, the achievement gap encompasses the disparity in education performance of students by race and income. As the basic values of a democratic government include justice and liberty, it is imperative that a democracy and democratic citizens provide equal opportunity for all, especially in the realm of education.
Unfortunately, the school's lack of appropriate education results directly from poor government funding. So even with hard work, the lower-class student is still held down by his socio-economic status. Poverty-stricken parents are unable to offer their children the same attention and motivation as parents of a higher-class can, therefore never providing these children with the mindset that they are able to accomplish the American dream. According to Mantsios, 40 million Americans live in poverty, and the mental and physical affects the low standard of living has on them is undeniable (Mantsios 328). Citizens who live in poverty work long hours for little pay, yet return to a household that in no way symbolizes the hard work put forth. Within this environment, very few people have the positive outlook to mentor children successfully.
These legislation acts were intended to equalize the educational opportunity to all students, however, it fostered a social inequality. This educational institutions reinforces and continues social inequalities from differences in class, race and ethnicity. The self-fulfillment of one’s education is closely linked to their social class, meaning that if education is the social norm in the family or community, one is obligated to fill the tradition. On the other hand, if one’s socioeconomic status is low, making it difficult to afford the same opportunity as the individual of higher status, regardless of their unique academic ability or desire to learn. These barriers placed on higher educational institutions that does not merely undermine the
Moreover, for working class students, it is difficult to receive a rich education when their schools are not provided with enough funding. Schools are funded based on the scores students achieve on standardized testing. In effect, this is
“the success of some lower class students proves nothing about the power of schools …between low-income and middle-class children…on average, the achievement of low-income students is below that of middle-class students, but there are always some middle-class students who achieve below typical low-income levels; similarly, some low-income students achieve above typical middle-class levels.”