Monson's Achievement Gap Analysis

I teach first grade at Lowe Elementary School; my class is made up of twenty-four very diverse seven year-olds; they come from all over the city of Louisville, from a variety of socio-economic situations. Each student brings a unique personality to our classroom community, and they all work hard to become “smarter and smarter” and to “go to college”. Thirteen students are boys and eleven are girls. Of these twenty-four students, three of them are English Language Learners. Additionally, eight students receive tier two interventions and two receive tier three interventions in reading. In math, five students are tier two and four are tier three. I also teach one student who receives ECE services for a developmental delay. Within my class there is a wide achievement gap.

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

California public schools are where a majority of English learners are concentrated. Therefore, by implementing these policies at public schools and charter schools the policies would resolve specific problems for ELL students. This educational approach of education will produce students who are culturally and academically capable in two languages and who also value cultural diversity. All students regardless of primary language will be held to the same high academic standards. The program should include elementary, middle and high school level students. Rather than having ELL students separated, they will be able to remain in the same classes as non-English learners, to develop their academic growth in both

Channelview ISD, the district in which I was raised and currently teach, is considered a low demographic district with a high population of at-risk, economically disadvantaged and special education students. The TAPR results exhibit a clear correlation between the demographics of the school and their performance results. Results vary sporadically and show clear indicators of differences amongst demographic factors such as grade, gender, race, economic level, language capabilities and intelligence level, however, some factors influence test results more than others. Grade, intelligence level and language capabilities prove to be the main factors in the gaps between the percent of the state that were at Level II Satisfactory or Above and district percentage results. Also analyzed were the percentages of students who were at Postsecondary Readiness and Advanced and lastly and analysis on what percent of students made progress and exceeded progress as well as identifying which students performed well and

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

Since completing the Agency Observation Checklist, I have taken a deeper look into the district I am currently employed in and the inequities that exist in its policies and practices. South Middle School is part of the Wentzville R-IV School District in Wentzville, MO. Wentzville is about 40 miles west of St. Louis and is considered a suburban city. Wentzville has grown significantly since 2010 and is continuing to rapidly grow. Wentzville School District currently serves close to 17,000 students. There are three high schools, three middle, schools, ten elementary schools, and one early childhood center. I work at South Middle School and have focused my observation and analysis on the English Language Learner structures

Diane Ravitch advocates to “fix” schools and to coordinate with local to conclude the achievement gap between White American, African American and Hispanic American in The Fact About the Achievement Gap. First, to fix schools is a significant essential for decline achievement gap between different races. Although the reformer sustain that African American and Hispanic American should attend privately managed charter school or private or religion school instead of public school since reformers think that African American and Hispanic student do not have progress in the past decade, reformers ignore the increasing percentage of NAEP test, which test the students with the basic skills they need; however, instead of liberating from public schools,

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

The widening achievement gap contributed to inequality of wealth in the classroom is a topic that educators tackle on a daily basis. In his article The Widening Income Achievement Gap, Sean Reardon discusses how, historically, lower income students have not performed at the level of higher income students (Reardon, 2015). What causes this disparity in academic achievement? Is it simply access to money that gives students from higher income families a leg up when it comes to school or are there deeper, farther reaching contributing factors?

These numbers show clearly how unfair Pennsylvania’s school funding is. School income shapes the students’ success, and without enough resources this goal cannot be met.

The achievement gap is the education gap between the performance group of students in which these groups are usually defined by their social status, race or gender.

An article from The Journal of Negro Education in the winter of 1960 attests similarly the causes of the achievement gap so noticeable in the 21st Century. After the Supreme Court decision to integrate public schooling, a Superintendent of a city under “court order[s] to integrate its schools” noted an overall increase in the building of schools primarily meant for African-Americans than “of white schools in the state.” This was not an attempt to assist the continually burdened African-American school system, but instead “their best hope” to “maintain separate schools” and keep segregation ongoing as long as possible. However, more recent studies attest to the growing knowledge available in combating such inadequate teaching practices.

Highland Park’s middle school district is in shambles. District 112 is made up of three unequal middle schools: Northwood, Edgewood, and Elm Place. Although all three schools have a relatively low student to teacher ratios and an average number of students, Northwood’s, demographics, building, and socioeconomic status are widely different than the other two schools. As a result, Northwood does not have a chance to serve local food, impacting local businesses and the town’s commercial momentum.

TIS addresses the issue of poverty by offering information about where to access basic living needs at free or reduced costs and identifying homeless students or students who live in homes with too many people for the area of the space. Teachers are instructed to have patience and be less demanding on students known to live out of cars. Clothing is supplied when students outgrow their school uniform yet cannot purchase another. Faculty and staff collect from their own homes when a student and his family show blatant need. The achievement gap is regularly reviewed to be sure that students from low-income families are not falling behind simply because of their housing situation.

It’s expected for students to fall back academically during summer break. This is typically the norm for students have three months off. What about the time students spend in the classroom? Every year there are students who fall behind academically during the school year. Sub-cultured students are the ones at high risk. The achievement gap is identified as the disparity in academic growth between groups of students (Achievement Gap, 2011). For this in-depth look into the achievement gap, Monson is identified as the rural district, Brockton as urban, and Norwood as suburban. Monson is a rural town located in Hampden County. The 2010 census reported Monson’s total population of 8,560. On June 1, 2011, downtown Monson was hit with a tornado. The tornado tore through homes and historical buildings. The town still continues to recover from the effects of that day. Monson’s school district has three schools: an elementary school, middle school, and high school. According to the Department of Education and Secondary Education (DESE) website, the total student population in Monson was 1,042 during the 2015-2016 school year (2016). The town of Norwood is located in Norfolk County. According to the 2010 census, the population of Norwood was 30,602 with a student population of 3, 452 in the 2015-2016 school year (DESE, 2016). Brockton belongs to Plymouth County with a total population of 93,180 according to the 2010 census. The total number of students who attended Brockton’s