The Importance Of The Achievement Gap

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

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.

In 1965, Lyndon B Johnson signed the Elementary and Secondary Education Act in an attempt to achieve more equity among minority groups within the education system. Along with the numerous attempts to close the achievement gap came America’s first federally funded state assessments, created with the intention of holding the nation’s schools accountable for providing a quality education for every student. This legislation was revisited in 2001 by the Bush administration with the No Child Left Behind Act, which saw the achievement gap that still existed among ethnic minority groups, but also recognised a prominent gap within poverty- stricken communities. With this came state tests that were more difficult and more frequent in an attempt to further

After reviewing the Government laws and policies that have been in placed and replaced in history and more currently to contribute and correct the issue. The most important question of all remains. Why does the Achievement Gap still exist? According to former Secretary of Education John King (2016) “Black and Hispanic students continue to lag behind their White peers in achievement and graduation rates.”After so many attempts made by the Government to close the Gap and create equality, clearly there is something that is not being addressed across American Public Schools. Frederica Wilson (2013) former state senate member stated in the Brown vs Board Documentary There is such a difference in going to one school in one community and going to another in another community. Why don't we tackle that problem instead of testing the students predicting they will fail, watching them fail and denying them a good life?”The question now that remains how exactly are the schools different in different communities?

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

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,

Equal access to quality education is a human right every individual deserves to acquire. However, disadvantaged communities are at risk when it comes to receiving quality education hence creating the achievement gap between colored students and white students. The article “In Their Own Words: Perceived Barriers To Achievement By African American and Latino High School Students” by Desireé Vega, James L. Moore III, and Antoinette H. Miranda and “Black Children Still Left Behind” by Ed Finkel both address the many factors that contribute to the achievement gap.

First, what is the achievement gap? According to the achievement gap in education refers to systematic variances in the ability to learn between students from majority populations and students from minority populations. The most significant effort made by the federal government to improve the nation 's schools and student learning is the 2002 reauthorization of the Elementary and Secondary Education Act (ESEA). The ESEA was largely designed to address the achievement gap in multicultural education. However, improvement in the academic performances of poor and minority students has been slow over the last forty years.

Our teaching experience revealed the discrepancies between student academic achievement gaps and curriculum mandates required by generally standardized education policies. Many of their students were from low-socioeconomic backgrounds where high-end educational resources needed to function in the general education environment are often not available in spite of the federal mandates indicating all children have the right to a fair and equal opportunity learning experience.

African American students tend to have higher dropout rates in comparison to their counterparts from other racial and ethnic groups. Achievement gap is a result of inherent

When thinking about a key issue to explore, we quickly turned to achievement gaps because we know it will be an issue we face once we have our own students. The different factors that we focused on were race/ethnicity, socioeconomic status, and gender. When discussing achievement gaps, we are referring to a persistent deficit in educational performance between various groups of students. We know that we will be teaching various students who are learning on all different levels and some of those students might experience facts that has create an achievement gap in their learning. Therefore, we wanted to explore the ways that we can help these students. Additionally, we both want to teach in a low-income area. Since achievement gaps are sometimes

In conclusion, after reviewing the case study, the grant can be used to assist the institution in establishing new systems to track student success in learning communities. The achievement gap model is a great tool for identifying, understanding, designing, implementing, assessing, and revising the current problems affecting student achievement at community colleges. This model should be utilized in evaluating current trends. I believe that by implementing the study in the early registration process will allow the tracking of students’ experiences during the semester. This process should begin with each cohort from enrollment to graduation. As the leader in this case study, I believe that the democratic, ethical, and data decision-making

Two children stand in line to enter their classroom. The children are the same age, but different in mindset. One child faces poverty, while the other is unaware about financial hardship. The quality of education is determined by the size of the parent’s pocket book. Education standards are quickly declining in poverty ridden areas. Funding is provided to the districts whose test scores meet the requirement. Economic gaps in education are detrimental to academic settings, create distorting disadvantages and harmful to health.

In today's world when you walk in to a classroom you will most likely see that the environment is basically the same as when you were in school, a chalkboard, desks, colorful bulletin boards, and perhaps computers. However, in today's classrooms the student population may not look as it did when you were a child, the classrooms of today consist of many different children, some white, some African American, some students may be from other countries and some may have a disability. Despite the students looking different the teacher most likely looks the same, a white female, middle class with little experience working with students from other cultures. In fact, white female teachers make up between eighty-five to ninety percent of the teaching profession. (Lowenstein 2009).

Anna, a young first grader, squeals with delight as the whistle blows to announce the end of recess. What may seem as a sad end to the best part of the day for most students fills Anna with complete joy. Why? Anna is on the way to her favorite class—music. Anna enjoys it because she likes to sing, but what she does not know is that the class that she enjoys the most is also extremely beneficial to her academic and social life. Sadly, for many students, art classes are not commonly offered due to cost or the perception that art education is unimportant. Although seen as less important than core subjects, art education should be a part of basic curriculum because of its academic and social benefits for students.