Underachievement

suggested that unequal opportunities create achievement gaps. Therefore, rather than having an achievement gap, we have an opportunity gap that hinders academic achievement. Researchers have argued that the opportunity gap has created the academic underachievement that culturally diverse students face every day. Howard (2010) described the opportunity gap as the foundation that created the achievement gap. Opportunity gap means resources are lacking, such as highly qualified teachers and rigorous academic

This essay will provide evidence of how inequalities are found in both gender and education, and will show how these inequalities intersect. An important tool in overcoming any form of oppression and injustice is education, education withholds the power to destroy, to correct and to defeat (Bagher and Hanna, 2016). Sociologists argue that gender inequalities in education, particularly the more rapid improvement in girls’ results, can be best explained by external and internal factors. This essay

The Elementary and Secondary Education Act (ESEA), brain child of President Johnson, was passed in 1965. ESEA was intended to mitigate disparities in access to quality academic services and learning outcomes endured by underprivileged and minority students by federally funding schools serving their communities. ESEA, later revised as No Child Left Behind, was to be one element in a larger reform agenda focused on urban redevelopment, vocational training and “EDUCATION AND HEALTH” (Thomas & Brady

I believe that spanking should be banned because spankings begun in anger can escalate into abuse. Even though physical punishment may create immediate compliance, there are long-terms side effects. For instance, spanking can create poorer mental health for both child and parent, lower quality of parent- child relationships, higher levels of delinquency, and more antisocial behavior. In addition, spanking teaches children that violence is an acceptable form of solution to problems by promoting an

fact, the feminist views are misguiding and causing a huge impact on the education systems that favors girls rather than boys. In “The War Against Boys,” Christina Hoff Sommers supports her belief that it’s the boys who need help, since their underachievement is worsening and continuing by the year. After decades of fighting for women to have the same education as men and for the policy to be reformed. It has clearly payed off since girls and women are striving academically. The issue in this, is

Consequently, underachievement is a significant and complex schooling challenge. With regards to her home environment, Clare has been brought up in low socioeconomic household and is responsible for the after-school care of her two younger siblings. A low-income background has been identified as a significant risk factor for underachievement in gifted students, especially among students who act in a carers role at home (Department

It has been established throughout previously mentioned economic-based examples that there is a significant relationship between economic status and academic success. However, studies show that educational achievement also has a substantial correlation with the other aspect of socioeconomic status; social class. This is because social patterns that are inherently designed to correlate an individual’s academic success with their social status, are often rooted in school systems’ structures. Although

This article discusses the controversial argument of whether Sluggish Cognitive Tempo (SCT) is to be considered its own subtype type of ADHD, right beside inattentive and hyperactive. This article also brings attention the high comorbidity rates of other social and behavioural issues that are influenced by ADHD and SCT. The article determines that SCT has its own list of symptoms aside from the other subtypes, however mainly relating to Inattentive ADHD. Similar to inattentive ADHD, the article

According to the National Association for Gifted Children (NAGC, 2009), a misconception is gifted learners are able to succeed on their own, and the truth is gifted learners need to be challenged to learn something new each day. In a “Tale of Two Principals,” Weber, Colarulli-Daniels, and Leinhauser (2003) determined research on the topic of principal leadership characteristics and practices in gifted education is neither extensive nor current. The National Association for Secondary School Principals

expect to be treated differently compared to White students and have developed their attitudes based on these expectations. Landson-Billings argues that this false expectations maybe the root cause of lack of motivation on students to learn and underachievement in test scores and proficiency tests. In response, Landson-Billings determined that teachers that may want to teach in institutions where racism is prevalent or where