The Achievement Gap Between Black And White

Contemporary education reforms study on the continuous black-white achievement gap in the public schools, in America. In the book, “Multiplication is meant for White People”: Raising Expectations for Other people’s Children, Lisa Delpit focuses on these reforms and informs educators that education gap does not exist at birth.. Through her experience in the field and as a mother, she gives strategies for raising the expectations of minority or underperforming children especially the blacks. The book has many references of elementary to university success stories of mentioned practitioners.

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

Achievement Gap (Use data to identify the gap): According to state achievement test results, there is a gap of 47% in reading between 3rd to 5th grade, low-income African American students and higher income, predominately white students.

How should society handle the perceived differences between races when it comes to education? The goal of both researchers is to narrow the academic gap between white and black students. Both authors attribute the gap between the academic scores of black and white students from opposite sides of racial identity. As Dr. Beverly Daniels Tatum, President of Spelman College and clinical psychologist has written an article entitled “Why are All the Black Kids Sitting Together in the Cafeteria?” Her approach is from the perspective of the student and how they perceive their role and upper limits while maintaining their place in their peer group's expectations of their race. Dr. Diane Ravitch, a research professor of education at New York University, has written an article entitled "The Facts about the Achievement Gap.” Her approach is from the perspective of how schools and society implicitly or explicitly cast students into achievement tracks based on their race. Both approach the same idea about racial identity, but they have different solutions, such as peer groups, the school board, and who is right about the solution.

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.

The Achievement Gap is a term that represents the difference of academic success in certain groups of students such as race, gender, and

Are Black Americans Dumber than White Americans? Can it unequivocally be stated that European Americans hold more intelligence then African Americans? Are African Americans genetically wired to have a lesser mental capacity then European Americans? For a long time this was the explanation to a burning problem. African Americans score lower than White Americans on vocabulary, reading, and mathematics tests, as well as on tests that claim to measure scholastic aptitude and intelligence. “This gap appears before children enter kindergarten and it persists into adulthood. The typical American black still scores below 75 percent of American whites on most standardized

Racial disparities exist in every aspect of our society. It exists in religion, socioeconomic status, life-chances, media, etc. It affects everyone even if they realize or not. Education is one of the things that are also affected by the racial stratification occurring in the United States. In this paper I will look in to whether Tennessee is better or worse for educational advancement by comparing four races and their high school graduation rates on the national and state levels. The four races used will be; Asian, Black, Hispanic/Latino, and White. I will then tie specific theories to why these disparities may exist. This will hopefully give insight in to this touchy topic and provide a starting point for correcting the gap.

the term receivement gap is useful because it focuses attention on educational inputs-what the students receive on their educational journey, instead of outputs-their performance on a standardized test. This refocusing also moves attention away from the students as the source of these disparities, and toward the larger structure and forces that play a role in their education and development (p. 417). Venzant-Chambers (2009) asserted the issue of the Black and White achievement gap must be viewed through other lenses opposed to the single view of Black students cannot perform as well as White students. Venzant-Chambers (2009) offered other avenues by which to examine the achievement gap such as school tracking, examining the

The “gap” as referred to in the title, is the distribution of the scores on achievement tests that differ between black and white students in the United States. The purpose of this study was to record the degree of the gap in achievement scores, decide how much of the racial gap is due to social-class, how the gap differed in the 30-year period, and how that which is credited to the social-class has changed over the years.

Ever since the establishment of equal education in the United States, there has been a disparity in academic success between children of different races. The education of African American children has become a prime example of this. As discussed in the historical text, A Letter to My Nephew, which was written during the time of the civil rights movement in the 1950’s and 1960’s, African Americans were not given equal opportunities to succeed educationally and could do little to change their futures for the better. They had to work much harder than whites to receive even a portion of the recognition and success that whites achieved (Baldwin 1). Although many today believe America has overcome this problem, it still remains a pressing issue in many aspects of society, arguably the most important being education. The racial achievement gap, an important term to familiarize with when discussing this topic, refers to the disparity in educational performance between students of different races (National Education Association 1). As of now, although the education achievement gap has been narrowing, there still remains a large disparity between African Americans and their racial counterparts. According to a study by Roland G. Freyer and Steven D. Levitt, professors at Harvard University and W.E.B Du Bois Institute, respectively, African American students enter kindergarten already significantly behind children of other races, and their test scores continue to drop

The achievement gap is a series of test that students have to take, which score how smart or dumb they are. Of course it is also separated by race to see who is doing better. The test for academic performance is unfair all around because not all students receive the same education or the same help in or out of school. Those that are White students usually perform a lot better than those that are from minority homes and again higher and lower income students will be different in score and in education. These test that they are obligated to take is more of a student-to-student competition between each other.

In the editorial, U.S. Education: Still Separate and Unequal, Lindsey Cook gives several explanations on the education gap between blacks and whites. She suggests that the main issue that causes the education gap is the impact of the community on a young black child. Also the impact of their parents or the lack of involvement also causes this major gap in education.

Many quantitative studies highlight a striking gap in academic achievement based on test scores, GPAs, graduation rates, and even college attendance between minority students and white students. According to mass data collected from American schools and universities by the National Library Index, Black minorities applying to college had GPAs .31 points, on average, lower than the national. Hispanics were .14 points below the national (library index 2016). Additionally, minorities were also found to have not had access to advanced preparatory classes that many white students took before college;

Historical achievement gap. Historically, the achievement gap was an unobserved problem back in the 1800s during the Reconstruction Era when unequal education existed. Butchart (2010) reported that racism and segregation between European American and African American students attributed to unequal education. Before and after the Emancipation, many African Americans attempted to set up schools for students, but violent assaults occurred that hindered African Americans from obtaining an education (Butchart, 2010). Despite their situation, African Americans did well during the 1860s and 1870s. Their performance in formal education exceled despite the conditions of racism and landlessness, which were causes of poverty and not having the necessary tools needed for academic success (Butchart, 2010). During this time, unequal education was more prevalent in the South during the 1890s under the Jim Crow legislative actions when European American schools received more funding for their students compared to African American schools. The existence of unequal education in the South was vital to this study because it provided a historical background of the region where the local problem was identified.