Summary: Immaculant Educational Consulting

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.

The Elementary and Secondary Education Act aimed to provide for the children’s long-term welfare by improving their schools and the resources available to them. In 1965, when this Act became law, there was a large “achievement gap” stratified by race and poverty. With this act they really wanted to close the gap by setting benchmarks and goals to measure the progress of students.

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

In debates about public education, what is the “achievement gap?” What policies have been implemented to address this

As your school’s most visible athletes your primary role is to build a sense of community and school spirit both on and off the playing field. Whether cheering at games, running a pep rally, hosting visitors, or competing at competition, always conduct yourselves in a manner that bring enthusiasm to your school and unity to your community.

Immaculant Educational Consulting, LLC. realizes that sometimes events transpire that must be dealt with in a fair and appropriate manner. The following rules have been instituted in order to deal as fairly as possible with our clients.

The achievement gap that exists in my school is a socioeconomic one (J. Perkins, personal communication, October 24, 2016). Data for Woodville High School shows an achievement gap for low-income students (J. Perkins, personal communication, October 24, 2016). Additionally, this achievement gap is wider for low-income, first-generation students. ACT Aspire Reading data shows that only 25% of students at the poverty level met or exceeded the content standards. ACT Aspire Math data shows that only 21% of students at the poverty level met or exceeded content standards. The total minority population of the school is 6%, and the largest minority group is Native American (Cherokee). Based on the available data, the target population to combat the achievement gap is the high poverty students. 64% of the school’s total student population is considered economically disadvantaged (Woodville High School). These students qualify for free or reduced lunch. The latest data show that there is a 20.4% gap between economically disadvantaged and non-disadvantaged students in math and reading (Woodville High School).

In the education sector, the achievement gap delineates the observed disparity in school performance among student groups. This gap is manifested in measures such as test scores, grades, college completion and dropout rates, and selection of courses. Within the U.S. context, the achievement gap has often been used to refer to the worrying performance disparities between Latinos and African-Americans on one hand and their non-Hispanic white counterparts on the other. The gap also describes academic differences between students hailing from socioeconomically disadvantaged and those who are better off. Throughout history, Hispanic and African-American students have persistently lagged behind whites in academic matters, triggering heated policy discussions.

College embodies a time where young adults explore both who they want to be and what they want to do. An important part of this journey is the involvement in extracurricular activities, such as athletics, Greek life, or academic clubs. In particular, athletic clubs can be overlooked by many students. To many, it is harder to join a sports club that seems to require certain skills to enjoy it or to feel apart of the community. This is why many shy away and choose to focus solely academics or join Greek Life because it seems easier to feel included in these. Yet, I think that athletics create a more well-rounded, more positive atmosphere than other clubs. Athletics offer a rich community based on teamwork and loyalty while developing life skills

Equity has always been an issue in public education. Educators always end up asking themselves if students are given the same opportunity weather they live in poor or rich school districts. According to the Schott Foundation, “The opportunity gap is the disparity in access to quality schools and the resources needed for all children to be academically successful”. Not only does location affect students, but also student’s cultural background affects the opportunities they are given in the classroom. These funding gaps typically do not give students an equal opportunity in their education.

When I first started attending Manlius Pebble Hill, I didn't think that athletics would develop into a large part of my life. During my sophomore year I was granted the opportunity to take part in one of the greatest learning experiences in my life. The school had just hired a new basketball coach, and he came with the intentions to change our view on athletics at MPH. In the preceding years we had a record of about three wins, out of sixty games, and had somewhat given up hope on the notion of ever winning. However, when Coach Ike came he implemented lessons that would help nurture our love of basketball, and help us to become a successful team. He taught us how to ply together, and how to put the team and school we play for ahead of ourselves.

access had not led to equal achievement. Imagine an elementary school where all teachers are able to differentiate their students’ lessons daily in order to meet their individual learning needs; that would be a school where all students would be making academic gains in all subject areas. However, the truth of the matter is there is not enough time for one teacher to make individual lesson plans for each child in her classroom. As a result, students in the same classroom receive the same lesson even if they are three grade levels behind. The reality is, not all students are at the same level and although teachers do their best to close the achievement gaps, by the time some of these students get to the third grade, the gaps are often much wider. The gap seems to be continuously growing. Students entering the third grade have gaps that range from kindergarten skills, where they are unable to pronounce letters, to second grade skills where they cannot comprehend what they are reading. The ideal state would be having all students ready to enter kindergarten.

which anyone can reach success as long as they work hard enough. But that notion is questionable due to the reality that depending on a person’s background they will be only be able to go so far in life. In terms of education, children all over the United States are unequally prepared; this can be remedied by creating an equalized standard for schools.

We want all of our student-athletes to show that in everything they do – I.C.A.R.E.

An example of this educational gap was in the New York schooling system. Where blacks and Hispanics “make up about 71 percent of public and charter school students citywide, they received just 12 percent of specialized high school students in 2003 ( Leonie, Ravitch 2). One of the causes this of disparity is the difference in schools. According pew research there is a difference between schools in the suburban which are made up of mostly white children and inner city schools made up of mostly minorities like Hispanics and African Americans. The suburban schools which according to pew research center is mostly white and the inner city schools which are mostly made up of the other minorities (Citation 3). Staring with the quality of teachers, according to Pitre “unqualified teachers are disproportionately assigned to teach low-income ethnic minority children” (Pitre 5). An example of this difference is in the state of California where it was found that in the most segregated schools there “were more than five times as likely to have an uncertified teacher” (Pitre 5).The importance of teachers in the schools, especially teachers who teach young children is invaluable. According to Cowan Pitre “the issue of access to a high quality teacher is important because research has consistently identified teacher quality as the most important school-based factor in student achievement” ( 5). When low quality teachers are assigned to minorities how