Achievement Gap In Education Essay

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

Howard (2010) quickly changes gears in Chapter two, Changing Demographics, to look at the differences in language, ethnicity, race issues, culture and classism when regarded and compared to those who achieve on level and those who fall in the achievement gap. Howard examines the quickly changing face of America with the increase in Latino populations across the nation. Positing that teachers must adapt to understand and connect to students of diverse populations or there will be a great disconnect and divide that could be disastrous for the growing number of students that are part of the achievement gap, as well as the negative ramifications that could come from not evaluating the needs of those in the achievement gap. Howard (2010) also speculates the long term negative aspects that could come to the United States, especially in global market, if we as a country do

Gloria Ladson-Billings spent time observing teachers in public schools that were located in predominately low-socioeconomic school districts to figure out what makes them successful with typically low performing students. Some of the things she observed are all the teachers “shared pride in and commitment to their profession and had an underlying belief that all children could be successful” (learnnc). Furthermore, these teachers established trusting relationships with their students that allowed the students to take responsibility for their own learning. Lastly, these teachers also went beyond the classroom to show support for their students such as attending community events. These observations led Ladson-Billings to realize that in order for “teachers to use culturally relevant pedagogy successfully, they must also show respect for students, and understand the need for the students to operate in the dual worlds of their home community and the

272) By allowing our parents/community members to have a voice in our program, we can actually see how much we are engaging them in our program. By listening to the parents, the community members, and assessing our program we can see what we are lacking in when it comes to their involvement. As I spoke in the previous paragraph about the parents being their child’s first teacher, our community also plays a big role in the education of our children. When children have the support of their community, it shows them that their community cares about them so the children will in turn want to care about and support their

Authors Glenn E. Singleton and Curtis Linton in Chapter Five of Courageous Conversations About Race broach the topic of race, by asking the reader to evaluate his or her own consciousness of race. According to the authors, in order to address the achievement gaps between African American students and White students, educators should shift their energy towards focusing on the factors that they have direct control of inside the classroom rather than on the factors that influence this achievement disparity between races outside the classroom.

How should society handle the perceived differences between races when it comes to education? The goal of both researchers is to narrow the academic gap between white and black students. Both authors attribute the gap between the academic scores of black and white students from opposite sides of racial identity. As Dr. Beverly Daniels Tatum, President of Spelman College and clinical psychologist has written an article entitled “Why are All the Black Kids Sitting Together in the Cafeteria?” Her approach is from the perspective of the student and how they perceive their role and upper limits while maintaining their place in their peer group's expectations of their race. Dr. Diane Ravitch, a research professor of education at New York University, has written an article entitled "The Facts about the Achievement Gap.” Her approach is from the perspective of how schools and society implicitly or explicitly cast students into achievement tracks based on their race. Both approach the same idea about racial identity, but they have different solutions, such as peer groups, the school board, and who is right about the solution.

In an interview with a local elementary school teacher Elizabeth Romero, when asked the question “Why teach at the elementary level versus teacher higher up such as high school or college?” , She responded with the answer “ I believe that in this time of the kids life is the most influential. If I as a teacher can teach these kids the rights things to do and prepare them for the future than I believe that they all can do great things with their lives.” Mrs. Romero began teaching at the age back in 2004 originally teaching high school. She realized that there was only a select few who chose to excel in their studies. In her words “…some were what some would call lost causes but there were only a select few who put real efforts into their studies.” It was at that moment that

I believe each and every student is capable of learning and achieving academic success, however some children require individualized support to ensure their success. A strength I posses that supports high academic expectations for all Houston ISD students is my ability to motivate and empower young children of all types to want to be successful. I am committed to creating a classroom culture where high expectations are set and most importantly constantly communicated to students. I have the ability to lead and differentiate engaging lessons where the diverse learning needs of all students are supported. I am a teacher that believes high academic expectations will be met when lessons are presented in a way that suits all learning styles. I use classroom management strategies to set students up for success.

Closing the achievement gap is not an easy task. However, education leaders have a moral obligation to create a system of student supports and a belief system in which all students achieve beyond the standards. A superintendent's belief system and passion need to extend outward. As you move your institution toward the goal of everyone passionately believing, as a district leader, you only hire teachers, administrators, secretaries, bus drivers, custodians and all staff members who believe this as deeply as you do. By doing this, you begin to change the culture of your institution be it a school or an entire district.

In my last paper, I discussed the achievement gaps within the low-income African American community at Steele School in Galesburg, IL. Now that I have looked into the history of low-income African American students, I am now going to research even more by exploring trends, issues, evidence-based remediation practices, the preferred learning styles and the identified achievement gap of low-income African American students. Through the chart I am going to display, this will show various ways that low-income African American students are struggling at Steele School. However, I am hoping with the information below I can use this to display to others how certain multicultural education, learning styles, and culturally responsive teaching can enhance learning environments for all underachieving students.

We will house kids who are products of all facets of society. For example, children of immigrants, children who have affluence, children who are loved and cared for greatly and children who may be in a situation of neglect. Teaching is about reaching out to each student, helping them to overcome challenges and be the best that they can be. It seems that an increasing number of these challenges may not be academic in nature. I believe that conquering these challenges actually beings with the little community forming within our classrooms. As teachers we have the obligation to teach our students how to have respect and compassion for one another. How to be on the same team and work together, no matter each person’s background.

“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.

One way to close the achievement gap among white students and minority students is to establish better teacher-student relationships,TSR. In order to establish better teacher-student relationships, the teachers must support and engage with their student. Building some sort of trust plays a major role in TSR. Teachers must talk to and interact with their students and show them that they genuinely care. TSR would also help promote a positive class environment. With a great relationship and positive setting students are more likely to do better in their academic work; which is a great way to close the achievement gap. Improving TSR in the education system has proven to increase students progress and help close the achievement gap on more than one occasion and especially in Black and Latino students. For

Public school systems need to be more sensitive to their students. Parents play the major role in determining a child’s academic outcome, but the school system needs to notice children who don’t necessarily acknowledge their gift. These children need guidance -- I believe it is the schools’ responsibility to provide it to them. I have been through a situation that makes me feel strongly about the subject. My example is an indisputable case in point.

Throughout my academic career, it has always been my mission to perform at my best ability. I did this not only for myself, but also for my family and friends who put their faith in my capacity to achieve success. It was my family that raised me to be family-oriented and to give my spare time to those that may need my help. By applying for the Delta Epsilon Sigma Honor Society, I am continuing to strive for the highest level of excellence possible in academics and service to the community.