This evidence suggests that to raise student attainment,
particularly among students of color, elevating teacher expectations, eliminating racial bias, and hiring a more diverse teaching force are worthy goals.
In other words, teachers may perceive high ability as a natural characteristic of white students, while they may fail to recognize high
ability among students of color.
Students across our state are making significant gains in academic performance, and we are seeing real progress closing the achievement
gap among students of color.
With state funding increases to schools over the past two years coinciding with marked increases in student
achievement among students of color in such high - needs cities as Buffalo, Syracuse, Rochester and New York City, Geri Palast of the Campaign for Fiscal Equity argued that «without sustained investment, further progress is impossible.»
Interestingly, the researchers found mixed evidence of race
matching among students of color: Latino students did not have particularly favorable perceptions of Latino teachers, but Black students did have positive perceptions of Black teachers — and Asian American students preferred Black teachers even more than did Black students.
AOCC will reframe the conversation by taking an issue like the achievement gap, which traditionally focuses on the
deficit among students of color, and shifting the focus to circumstances that create the gap and what these students are already doing that is working, Catone says.
For example, there is significant evidence demonstrating that both lowering the rate of
expulsion among students of color and establishing a culture of high expectations signaling that all children can and should excel often lead to higher student achievement and graduation rates.19
Though we maintain that CRP is necessary for closing the achievement gap and facilitating educational
parity among students of color and their white counterparts, we foresee several challenges to our proposed reforms.
It shows that, though many of the actions required by the No Child Left Behind Act resulted in more students actually going to school, they have ended up in reducing the development of Social Emotional Learning skills that are required for long - term student success,
particularly among students of color and those who face other challenges.
Minnesota Alliance With Youth: GradMinnesota The high school graduation rate in Minnesota improved last year to 81 percent, with steady gains in struggling metropolitan districts and significant
improvement among students of color.
The risk of confirming negative stereotypes about one's social group, known as stereotype threat, depresses academic
achievement among students of color and contributes to racial gaps in achievement.
Critics worry that the policy undermines school leaders and compromises school safety, while proponents consider it a long - overdue reset on discriminatory practices that hamper achievement
among students of color.
WUWM recently spoke with Means about his theories for raising academic achievement
among students of color.