White Student Achievement

Although a proportion of colleges and universities create programs and interventions that would provide support for all students equally, the collegiate achievement gap among the racial/ethnic minority is still a pressing issue. Researchers suggest that college students from minority groups are susceptible to the five sources of chronic strain (Schneiderman, Ironson, & Siegel, 2005). For example, having a full-time job, or problems between role sets (students and parents). As such, students may struggle with finding funds for college tuition and supplies, resolving housing and safety issues, finding help them care for dependent children, and accessing healthcare. Those situations are especially true for the minority students because they may face more challenge while developing time management and coping skills.

Today's education is often viewed as failing in its goal of educating students, especially those students characterized as minorities, including African American, Hispanic, and Appalachian students (Quiroz, 1999). Among the minority groups mentioned, African American males are affected most adversely. Research has shown that when Black male students are compared to other students by gender and race they consistently rank lowest in academic achievement (Ogbu, 2003), have the worst attendance record (Voelkle, 1999), are suspended and expelled the most often (Raffaele Mendez, 2003; Staples, 1982), are most likely to drop out of school, and most often fail to graduate from high school or to earn a GED (Pinkney, 2000; Roderick, 2003).

How Democratic was Jacksonian Democracy? Jacksonian Democracy changed the political standing of the United States forever. This political system guaranteed that the representatives of the people would be chosen by the people, no more elected legislature. Jackson’s democracy was seen in two different ways, democratic or undemocratic.

The past has shown that minorities do in fact have equal opportunities compared to the white majority, but they do not use them. There are statistics from the AAMC saying the average MCAT scores and GPAs of applicants who are Latino, Black or American Indian are lower than those of their White and Asian American peers (Liliana M Garces). Liliana M. Garces is an Assistant Professor in the Higher Education Program and a Research Associate in the Center for the Study of Higher Education at The Pennsylvania State University. With her contributions to this area of study, people can see how the ever-growing population of minorities in the United States is becoming an issue. If the minorities can now still get into colleges and universities with these

The U.S. Department of Education’s Digest of Education Statistics (2010) compiles data on educational trends and statistics in the United States. According to the digest, in 2009 African Americans earned about 10 percent of all bachelor degrees awarded. Furthermore, about 20 percent of African Americans currently hold a college degree. When compared to the same rates for the white non-hispanic population, African Americans are largely lagging behind. The challenges that African Americans are facing must be met by post secondary institutions if this group is going to continue on the path of economic and career prosperity. This need is discussed in the report Minorities in Higher Education:

One month, the family is struggling to pay for groceries and rent, the next they are all living in mansion, driving expensive cars, and eating at expensive restaurants. In White households, the expectancy to go through many stages of school and earn various degrees in order to achieve this level of living is more standard. “The percentage of associates degrees attained increased by a small amount over bachelors degrees attained by Blacks in the academic year of 2000-2001. In all of the masters degrees acquired, Blacks were accountable for 8%, and a small portion of first professional and doctoral degrees, only accounting for 7% and 5% of those. Whites were said to have obtained the highest number of degrees,” (Hoffman, 2204: 1). It is our goal to use our research to prove this point.

The economy plays a major role in young black males attaining a genuine education. Many U.S. citizens struggle to pay for college each year. Government resources, such as student loans, help students fund their cost for an education. However, we pay back the student loans and interest rates after we are finished with school. Numerous African-American males attend college for a semester or two, but the percentage of them who graduates is significantly low. For the ones who don’t graduate, it was a complete waste of their time and money. The worst of this impoverishment is that there is no sense of impoverishment (Percy).

With the rising high school graduation rates among the African-American student body, African-American students are still underrepresented in institutions of higher education (Stinnett, Perkins, Parla, Monson & Ready, 2017). Despite the increasing trends in high school graduation rates among African-American students, immediate college enrollment has not increased significantly since 1990 (Stinnett et al., 2017).

Research shows that Black college retention and graduation rates are low, especially when compared to other races. On The Chronicle of Higher Education: College Completion website, the graph shows 2013 graduation rates for all California public colleges. According to the graph, 17.1% of first time, full-time, Black undergraduates attained their degree within four years. In six years, 45.4% of them met this goal. On the same scale, Whites, Asians, Hispanics, and American Indians are surpassing black graduation rates. In four years, 38.8% of White students are graduating from these institutions, while 67.8% are graduating in six. Forty-two point two percent of Asians are graduating in four years, and 73.3% are graduating in six years. Hispanic students are graduating at the rate of 20.9% in four years, and 53.3% in six years. The rate for American Indians is 31.1% in four years, and 57.5% in six (The Chronicle of Higher Education: College Completion). For a quarter century, the racial college achievement gap between

The Table provides the exact percentage on graduation by race for the state and national level. Asians had the highest graduation rate, followed by whites, then Hispanics and Latinos, and ending with Blacks. On the state Level there is a 12.2 percent difference between the groups with higher rates and those with lower. However, on the National level there is a 15 percent

In the article "The Black-White Achievement Gap: When The Progress Stopped," NAEP (the National Assessment of Educational Progress), discusses the past 45 years and how children in the black community have still not met the same success as their white counterparts. Not only has education been lacking in the black community but socio-economic growth and interpersonal relationships have seen a downward trend with little to no progress. Moreover, the resources available to higher income white children and low income black children is a stark difference. Focus on change has been slow. Progress to narrow the black-white achievement gap must be met with strong economic support not just from the government but from within the community.

College students, much like the rest of the population, become informed about what will affect them personally. Student loan debt is something that should concern students entering the realm of attending a university. $1.44 trillion is currently owed by U.S. college students and student loans affect over forty million Americans. These numbers intimidate and scare incoming college students, sometimes keeping them from fulfilling their full potential as a scholar. Education should not be threatened by financial hardships and barriers, rather a student’s integrity and willingness to learn. Student loan debt makes lives of college bound students, college attendees, and college graduates more stressful than it already is, especially for those who have not planned ahead or are not necessarily affluent. These issues cause many to question the worth of a college education.

When the conversation about achievement gap is broached, it is often offensive towards minorities. Mainly because it implies that you’re acknowledging the fact that there is and achievement difference among their race and Whites. Personally I have no problem with the term because it is factual. It’s what school officials are not doing to close this gap that i have a problem with The achievement gap is sustained by poor school management and teaching—not other social or cultural factors. In order to close this gap among students, school officials must better prepare teachers, implement a common core curriculum, and encourage positive teacher-student relationships.

African American students in an affluent, suburban district have not successfully closed the achievement gap. These students’ are generally lower performing that whites and Asians and sometimes lower than Hispanic and/or socio-economically disadvantaged. According to Sohn (2012) the phenomenon of the black white achievement gap has returned. Slaven and Madden (2006) assert “The gap in academic achievement between African American (as well as Latino) children and their White peers is arguably the most important of all educational problems in the U.S.” (p. 389). This leads to continued disparity in educational goals and mastery and ultimately adulthood successes.

This article discusses black guardians may have less access to materials, have less time on account of employment and family commitments or be less happy with reading. While the normal number of formal schooling at about a similar time for highly contrasting students. Black kids who are around 4 years old are similarly prone to be required in focus based care, thanks in substantial part to Head Start programs. In any case, black kids are a great deal more probable than white kids to be enlisted in low-quality daycares . When formal schooling starts, disparities proceed. More than 140,000 students were held back in kindergarten in the 2011-2012 school year.