The National Assessment For Educational Progress

895 WordsJul 25, 20164 Pages
INTRODUCTION Background The National Assessment for Educational Progress (2015) reported that there is an academic achievement gap between black and white students. The academic achievement gap refers to the statistical difference between the scores of students with different backgrounds such as: race/ethnicity, gender disability and income. The long-term result of the achievement gap is there is a gap in high school and college completion and job placement. Strategies to close the academic achievement gap are still being explored and smaller class sizes could be a solution. Class size refers to the number of students in one class, and it varies by school district and grade. In 2003, the Association for Supervision and Curriculum Development reported that reducing class size, especially in elementary school could have a positive affect on student achievement. In addition, classes with 20 or less students improves teacher moral and increases the amount of class time devoted to instruction. A long-term affect of smaller class size in the early years is that the students graduate and attend post-secondary education at higher rates than students who were mostly in large classes. Lastly, the Association for Supervision and Curriculum Development reported that the students that benefit the most academically from reduced class sizes are minority students and students from impoverished backgrounds. Problem Statement Despite the academic benefits of class size reduction, many
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