After nearly a half century of supposed progress in race relations within the United States, the modest improvements in achievement gaps since 1965 can only be called a national embarrassment. Put differently, if we continue to close gaps at the same rate in the future, it will be roughly two and a half centuries before the black-white math gap closes and over one and a half centuries until the reading gap closes. If “Equality of Educational Opportunity” was expected to mobilize the resources of the nation’s schools in pursuit of racial equity, it undoubtedly failed to achieve its objective. Nor did it increase the overall level of performance of high school students on the eve of their graduation, despite the vast increase in resources that would be committed to education over the ensuing five decades (see Figures 2, 3, and 4).
Sampson, C., & Boyer, P.G. (2001). GRE Scores as Predictors of Minority Students' Success in Graduate Study: An Argument for Change. College Student Journal, 35(2), 271.
Viadero, Debra and Robert C. Johnston. 2000. "Lifting minority achievement complex answers. Education Week, 5 April.
Williams, W.M., & Ceci, S.J. (1997). Current Issues: Trends in Intelligence, Socioeconomic Status, and Ethnicity in the United States Are Americans Becoming More or Less Alike? Trends in Race, Class, and Ability Differences in Intelligence. American Psychologist, 52(11), 1226-1235.
Essay: Education Policy and Pupil Achievement
There is no “silver bullet” for closing the achievement gap, and any person who tells you differently is speaking from something more like religious conviction than evidence. That being said, I have picked out a few things which would almost certainly help close the gap. I’ve picked out policies that are practicable and could be implemented fairly quickly.
The Achievement Gap Essay Examples - New York essay
While Steeles research is powerful, vulnerability to stereotype threat and disidentification are universal characteristics. They are not created by teachers and schools. And charges by other critics that racism is a primary explanation for the achievement gap are not persuasive. Racism surely persists among white (and other) teachers, but it is vastly diminished since the days when schools were formally segregated. Subtle and unconscious racism still constitutes racism, but it is a long way from blatant devaluation. Moreover, the late John Ogbu and other researchers have pointed out that teachers expectations for students appear to be shaped at least as much by students actual behavior as by the teachers prejudice. Teachers who expect comparatively lower academic engagement by black and Hispanic students may well be reflecting, as Ogbu found, their real-life experiences, not only their preexisting racist expectations or behavior they themselves have caused.22 Without denying the existence of teacher prejudice or its negative impact, we need to realize that, as the preceding list indicates, with respect to the achievement gap, it is not just black and Hispanic students who face real obstacles; so, too, do their teachers.
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Though the victory of Edmonds and others over Coleman and Jencks was sweeping, it hasnt produced anything like the success its advocates envisioned. Schools have not been able to overcome the effects of social and economic changes that have weakened the foundations of family and community life and thus of childrearing in America. And in recent decades, evidence has continued to underscore the limitations of schoolings effect on students. These findings have been demonstrated in research that has been ignored by achievement gap critics and school improvement advocates alike.
Article: Reframing The Achievement Gap, by Rob Evans, …
Improve Alignment. Entry into postsecondary education needs to be a natural extension from high school graduation. Given the unexceptional retention rates of college students, it’s evident that college readiness needs to be improved. The best way to do this is by increasing the rigor of the high school experience, not by watering down college curriculum standards. Evidence suggests completing a rigorous high school core course of study is the number one determinant of students’ entry into and success in college — even if the grades earned in the tougher classes are mediocre. Efforts to improve alignment throughout the states are being ushered on many fronts, including by and the American Diploma Project, an endeavor being led by many of our nation’s governors to raise academic standards and achievements so that all students graduate prepared for college and work.