Sentences with phrase «socioeconomic achievement gaps in»

The racial and socioeconomic achievement gaps in National Assessment of Educational Progress (NAEP) reading and math persist.

But Duncan said that there is evidence that the racial achievement gap has been reduced significantly during the same period, which is promising for closing the socioeconomic achievement gap in the future.

Not exact matches

The achievement gap between low - income and wealthy students has grown significantly, exacerbating socioeconomic and racial tensions and heightening the sense of inequality among various underserved communities, as large achievement gaps in educational outcomes based on race and ethnicity remain, or by some accounts, even worsen.

According to my interpretation of data from meta - analyses and a nationwide data set, both racial and socioeconomic achievement gaps are 25 percent narrower in Christian schools than in public schools.

There are a number of possible explanations for these trends and the fact check is correct when it states that the improvement in the socioeconomic gap in achievement at age 11 can not be specifically attributed to the pupil premium.

There has indeed been a small reduction in the socioeconomic gap in achievement at age 11, Key Stage 2.

School officials in Richardson, Texas, wanted a math program that could lift up low - performing middle schools and close a yawning achievement gap across racial and socioeconomic lines when they asked for help from the city's largest employer, Texas Instruments (TI), in 2004.

Bolder, Broader Action: Strategies for Closing the Poverty Gap Education Week, May 27, 2011 «We have set the nation's highest standards, been tough on accountability and invested billions in building school capacity, yet we still see a very strong correlation between socioeconomic background and educational achievement and attainment,» writes Senior Lecturer Paul Reville.

In addition, significant achievement gaps by gender, Indigenous status, socioeconomic background and school location remain.

We have high socioeconomic status differences in this country and the [socioeconomic] gap is highly related to the academic achievement gap.»

And, honestly, if one believes that our educational agenda should be primarily defined in terms of the racial and socioeconomic «achievement gap,» you can see how this kind of strip mining might have a certain appeal.

-- According to findings released today by researchers at the Strategic Data Project (SDP), the gap in college enrollment rates between black students and white students in four large, urban districts disappears or even reverses direction once prior achievement and socioeconomic background is accounted for.

Racial and socioeconomic achievement gaps often come to educators» attention in test scores, but they don't start there.

In addition, RFF believes that achievement gaps by socioeconomic status must be eliminated for the city's educational system to truly achieve transformative change.

Public expenditures on early childhood programs are nearly always justified as investments that will eliminate socioeconomic and racial gaps in school readiness and elevate subsequent student achievement and life success.

The achievement gaps in academic performance between students grouped by socioeconomic status and race / ethnicity have barely narrowed in the 50 years since this data has been collected in the United States.

The strongest correlates of achievement gaps are local racial / ethnic differences in parental income, local average parental education levels, and patterns of racial / ethnic segregation, consistent with a theoretical model in which family socioeconomic factors affect educational opportunity partly though residential and school segregation patterns.

Even before children entered kindergarten, a significant achievement gap in literacy and mathematics was observed on the basis of their socioeconomic status, race, and ethnicity.

Finally, reformers have to go back to embracing the approach of addressing and stemming socioeconomic and racial achievement gaps, a strategy that was at the heart of No Child and a driving force in expanding charter schools and other forms of school choice.

By and large, L.A. Unified charters also outperform the district average in API scores and graduation rates for Latino and African American students, and students from low - income families; in other words, they are succeeding at closing the socioeconomic achievement gap that plagues U.S. education.

The authors suggested that reading practice can play an «important role» in closing achievement gaps between different socioeconomic groups.

Overall, discrepancies in academic performance between white and black or Hispanic students across all socioeconomic levels show that there is a gap in achievement levels.

NCLB, passed with bipartisan support in 2001, sought through a variety of provisions to close the achievement gap among racial and socioeconomic groups but was highly proscriptive with Adequate Yearly Progress and intervention measures.

According to the Education Equality Index published by Education Cities and Great Schools, Arizona ranks third * in the country with the amount of schools that are closing the achievement gap for all children, regardless of their socioeconomic background.

The existence of a «socioeconomic achievement gap» — a disparity in academic achievement between students from high - and low - socioeconomic status (SES) backgrounds — is well - known in educational research.

And the U.S. has made more progress in closing the socioeconomic achievement gap than any other PISA country.»

In California, for example, a recent study linking child welfare and education data found a previously «invisible achievement gap» between children in foster care and other students, including students with low socioeconomic status, English language learners, and students with disabilitieIn California, for example, a recent study linking child welfare and education data found a previously «invisible achievement gap» between children in foster care and other students, including students with low socioeconomic status, English language learners, and students with disabilitiein foster care and other students, including students with low socioeconomic status, English language learners, and students with disabilities.

There also is growing evidence that widening differences in socioeconomic status, not race, are driving academic achievement gaps.

That implicitly glowing appraisal of teacher performance stood in contrast to alarming achievement gaps among students of different racial, ethnic and socioeconomic backgrounds, and to a more general slippage of U.S. students in international rankings of student achievement.

The concept of an achievement gap dates back to the 1960s and focuses on the differences in educational outcomes by race (between white children and children of color) and socioeconomic status (between children from low - income and higher income households).

Moreover, international experience confirms that it is possible to make progress in closing these gaps: not only have two dozen countries made substantial progress in overall achievement, but 17 countries that exceed US performance levels also have a narrower gap among children of divergent socioeconomic backgrounds.

The achievement and attainment gaps in Illinois between students of different races, native languages, and socioeconomic statuses are among the worst in the country, and they have been persistent, in some cases even widening.

In 1999, achievement gaps based on race and socioeconomic status were large and persistent, and there were few examples of schools, much less school systems, that defied this trend.

In Cincinnati, not only was the graduation rate for the Community Schools district improved from 59 % to 82 %, but they were also able to lessen the racial and socioeconomic achievement gap from 14.5 % to 4.5 %.

In addition to gaining knowledge about a subject, students «should be asked to comprehend, apply, analyze, synthesize, evaluate — using that knowledge,» according to Education Trust, a Washington - based nonprofit devoted to closing racial and socioeconomic achievement gaps.

Targeting and empowering communities is the most sustainable approach of improving learning outcomes and reducing the socioeconomic achievement gap for children in low income communities.

This might include upstream policies targeting levels of socioeconomic inequality in society and a range of comprehensive early childhood interventions, potentially including a mix of early health and home visiting services, universal early education opportunities, and programs and policies to promote the family relationship context of the achievement gaps.