Unlike income achievement gaps,
the racial academic achievement gaps have declined significantly over the past four decades, the researchers said, so the recent narrowing of the racial readiness gap among kindergarteners is merely a continuation of the trend.
Nevertheless,
racial academic achievement gaps in fourth grade fell at roughly the same rate as kindergarten entry gaps, Reardon said, adding, «This suggests that the primary source of the reduction in racial achievement gaps in fourth grade is the reduction in kindergarten readiness gaps, not a reduction in the rate at which gaps change between kindergarten and fourth grade.»
Nonetheless, «
racial academic achievement gaps in fourth grade declined at roughly the same rate as kindergarten entry gaps,» said Reardon.
Since the Reagan administration's «A Nation at Risk» report pronounced that schools across the country were failing, every president has touted a new plan to close
the racial academic achievement gap: President Obama installed Race to the Top; George W. Bush had No Child Left Behind; and Clinton pushed Goals 2000.
Not exact matches
Half a century has passed since the publication of the Coleman Report, and the persistent
racial gaps in
achievement,
academic attainment, earnings, crime, poverty, and extensive school segregation that remain provide prima facie evidence that equality of opportunity remains elusive.
«I actually wanted insight into the school's
racial achievement gap,» he says, «and thought a survey on how the students perceived the school —
academics, teachers, extracurriculars, safety, and social morale — would reveal differences between
racial groups.»
The only reform that ever matters in education is doing whatever it takes to lift student
academic achievement and reduce the scandalous
racial gap in learning.
«Given the strong influence of poverty on student
academic achievement, these changes have increased the challenge of improving student outcomes in IPS,» the report read, promising a plan to cultivate schools capable of erasing the
achievement gap associated with inner city schools where high levels of poverty and greater
racial diversity exist.
The report defines what it means to be academically prepared at key steps in a student's education, examines Illinois students»
academic performance from early childhood education to postsecondary, calls attention to lingering
racial and economic
achievement gaps, and shares information on the school environment and other factors that contribute to student success.
Although it is clear that
racial segregation is linked to
academic achievement gaps, the mechanisms underlying this link have been debated since Coleman published his eponymous 1966 report.
It includes measures of
academic achievement and
achievement gaps for school districts and counties, as well as district - level measures of
racial and socioeconomic composition,
racial and socioeconomic segregation patterns, and other features of the schooling system.
Despite some significant
academic gains over the years, serious
achievement gaps persist among many of our students, particularly those from several
racial and ethnic groups.
Academics with the Civil Rights Project at UCLA say that softening disciplinary practices would be minimal and manageable, and that resolving unequal discipline is necessary to reduce the
racial achievement gap.
Florida Education Commissioner Pam Stewart says her top goal is to close the
academic achievement gap between students of different
racial and economic backgrounds.
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.
Within a decade, the search for justice gave birth to another big idea: Not only would
racial walls come down on campuses, no longer would it be right to have major
gaps between the
academic achievement of white and minority students.
Index 3: Closing Performance
Gaps emphasizes the
academic achievement of economically disadvantaged students and the two lowest - performing
racial / ethnic student groups.
Although the
racial «
achievement gap,» or disparity in
academic performance between students of color and their white counterparts, is a well - documented area of concern, nationalized policy efforts to close the
gap have been largely unsuccessful.
i3 funds are competitive grants (Development, Validation and Scale - up) given to LEAs and nonprofit organizations that have significantly closed the
achievement gaps between economically disadvantaged students, students from major
racial and ethnic groups, students with limited English proficiency, students with disabilities; or have demonstrated success in significantly increasing student
academic achievement for all groups of students; or have made significant improvements in other areas such as graduate rates or increased recruitment and placement of high - quality teachers and principals.