The National Assessment For Educational Progress

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

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 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

In American education, there is overwhelming evidence that there is an achievement gap between groups of students. In other words, there are measurable differences in the educations and test scores of different groups of students. Some gaps exist between groups or differing gender or socioeconomic status, but the largest gaps exist between groups of different races. America has always been a country with an influx of different cultures through immigration. In schools, these cultures still remain separated. The most noticeable separation is probably that of White and African American students. Although the achievement gap between White and Black students is easily seen there are other clear gaps in the education of Latino and Asian American

“The socioeconomic achievement gap in education refers to the inequality in academic achievement between groups of students. The achievement gap shows up in grades, standardized test scores, course selection, dropout rates, and college-completion rates, among other success measures” (Ansell, 2017). Typically, when discussing the achievement gap, educators are comparing the academic progress of African-American students or Hispanic students to the progress of white students. More-often-than-not the white students will have more educational achievements than their non-white colleagues (Ansell, 2017). The most widely accepted theory as to why students with higher socioeconomic status (SES) do better academically is high parental involvement, access to economic resources and access to highly qualified teachers (Huang, 2015. Pg.6). Students of low socioeconomic status often live in poverty. This means that the student may not have sufficient school supplies or even someone at home to help him with his homework. There are numerous children in the United States’ school systems that are failing due to the achievement gap. These students are at a disadvantage because the school systems and teachers do not notice or even care about their home life and how it comes into play in their education. It is important for our nation to not only understand the achievement gap but take steps toward correcting it.

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

Class size is a very popular topic that is greatly research through out educational settings. Class size deals with how many students are in the classroom at once. Class size can vary greatly. It can depended on the location of the school, where the more rural areas have only one high school while in a city environment there could be twenty-three high schools in one area. Location also depends on the amount of population in that area. Class size also can depend on the level of schooling. Such as in a major university there could be two hundred students in one class, while in a local elementary school there is only eighteen students in one class. Class size can depend on what kind of class is being taught. In

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.

Researchers studies on the class size have differed. Some have found no significant impact; others have discovered that student achievement declines slightly as class size increases. More recently, others have found that students in a smaller class learn more because of the size and one-on-one time. Medium classes have

Research shows that on average, there is an educational gap between different ethnicities. This gap is called the racial educational achievement gap and is often looked at as the difference in education between black, hispanic, and white students. Even though this gap is not true in all situations, it is a big enough problem that several organizations have taken extensive research to find out exactly what causes the racial achievement gap. Pinpointing the cause however is difficult because many factors contribute to the racial achievement gap. The more outstanding of

A small class is consider to be twenty students or less. In smaller schools there are not as many students so the teachers will be able to help the students more one on one. Students can have a better idea of the content that they are learning and even if they don’t understand then the could talk to the teacher to have a better understanding. In a recent study, students and teachers were randomly assigned to a small class, with an average of 15 students, or a regular class, with an average of 22 students. This large reduction in class size (7 students, or 32 percent) was found to increase student achievement by an amount equivalent to about 3 additional months of schooling four years later. Also, increasing the pupil/teacher ratio in the U.S. by one student would save at least $12 billion per year in teacher salary costs alone, which is roughly

It is pretty apparent that in America, and elsewhere, most parents and general adults want what is best for their children in terms of education. This mindset can be seen reflected in the legislative aspects of our education system; there are many incentives pushing through the school boards and legislatures of our nation in order to attempt to further refine the education system. This is important as it allows us to refine traditional American education in order to improve upon it, and one of these attempt refinements and improvements has to deal with the subject of class size. For many people, large classroom sizes are a spawning ground for many issues with the education system: high distraction in the classroom, teacher inefficiency, among a plethora of others. Although it may seem regressive to favor small classes over bigger, more potentially diverse classes, small class sizes are more beneficial for education in that it is less distracting for the students and raises the possibility of staying focused, it potentially raises teacher-student relationships, and it allows for better results and better statistics coming from these smaller classes.

increase stress to pass a class. Reducing class sizes at an early age can "improve