Sentences with phrase «socioeconomic gap between»

He argued that it isn't the role of the standards to close racial and socioeconomic gaps between those who go down that path and those who don't.

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.

This diversity gap between students and teachers creates a divide from the very beginning of a student's education that stifles progress and doesn't empower them to overcome the low socioeconomic backgrounds they often come from.

«We do want to test at these higher cognitive levels, but we don't want to increase the performance gaps between male and female students, as well as between lower and higher socioeconomic status students.»

The study also found that factors including family background, health, home learning, parenting and early care and education explained over half the gaps in reading and math ability between children in the lowest versus highest socioeconomic strata.

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.

The outcomes on standards - based social studies and content literacy assessments indicated that the project - based learning curriculum virtually erased the achievement gap between second graders of high and low - socioeconomic backgrounds (Halvorsen, Duke, Burgar, Block, Strachan, Berka, & Brown, 2012).

The United States still faces a significant gap in residential broadband use that breaks down along incomes, education levels, and other socioeconomic lines, even as subscriptions among American households overall grew sevenfold between 2001 and 2009.

The gaps between low and high socioeconomic students also were unchanged.

This indicates that while there are many reasons why school districts and states might want to seek to integrate relatively advantaged and relatively disadvantaged students within the same school, it appears unlikely that a policy goal of reducing the test score gap between students in these groups will be realized through further socioeconomic integration (at least once there gets to be the degree of socioeconomic integration necessary to be part of this study to begin with).

[12] We investigate the degree to which schools vary in the gap between high and low socioeconomic status students, and then see whether these differences can be explained by differences in the pre-school preparation of high and low socioeconomic status students.

These gains, however, have not included a significant closing of the gaps between racial, ethnic, and socioeconomic groups, a fact that represents a serious issue in education today.

Lecture halls of hundreds of students are as much a feature of undergraduate education as an achievement gap between different races and socioeconomic backgrounds (PDF, 1.2 MB).

-- 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.

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.

In a second study, Supovitz and Brennan (1997) found that gender, socioeconomic, and racial inequities existed when portfolio performance was compared to standardized test performance, although the Rochester portfolios closed the gaps between blacks and whites and widened the gaps between boys and girls.

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

Its elementary model was recently the subject of a multi-year study that showed UChicago Charter is effectively addressing educational inequality and closing the achievement gap that has persisted between students of different racial and socioeconomic backgrounds.

This latest report from OECD uses data from the 2012 PISA mathematics section to examine factors associated with the performance gap between students from different socioeconomic backgrounds.

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.

Achievement gap — The difference between the performance of subgroups of students, especially those defined by gender, race / ethnicity, disability and socioeconomic status.

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.

Principal Kevin Simmons said the «driving force» for the increase in math minutes came as state exam results showed declines in math scores and gaps in performance between racial and socioeconomic student groups.

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 disabilities.

Gaps between the reading and math skills of White and minority children shrink when adjusting for socioeconomic status.

And it's true that standardized tests have played an important role in pointing out the gap in test scores between socioeconomic and ethnic groups.

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).

Historically, there has been a significant gap in educational performance between children of low socioeconomic status and those of high socioeconomic status.

This article reviews the details of the bonus program, describes patterns of differences between schools that qualify for bonuses of differing amounts, and presents basic data to address the question of whether the bonus program has improved student achievement, or has led to a narrowing of racial or socioeconomic achievement gaps.

The majority of the programs also narrowed the achievement gap between races and socioeconomic groups.

What knowledge and skills do principals need to address large performance gaps between students from different racial, ethnic and socioeconomic backgrounds?

Cultural competency development is now a large component of the Oregon Leadership Network's mission to strengthen education leadership to improve student success and eliminate the performance gap between different ethnic and socioeconomic student groups.

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.

The size of the gap varies by country, as does the median test score, but there is a strong correlation overall between students» socioeconomic status and their performance on standardized tests.

As education leaders strive to promote excellence for all students, they confront sharply contrasting schools of thought about the best way to close achievement gaps between students of different racial and socioeconomic backgrounds.

This attendance gap is well recognised in the literature and exists in spite of targeted interventions that span a number of decades.30 This significant gap has been attributed to several factors, including greater family mobility, social and cultural reasons for absence, the higher rate of emotional and behavioural problems in Aboriginal children, the intergenerational legacy of past practices of exclusion of Aboriginal children from schools, and its impact on shaping family and community values regarding the importance of attending school in Indigenous families compared with non-Indigenous families.6 7 31 Additional socioeconomic and school factors differed slightly between the Indigenous and non-Indigenous cohorts.

A number of factors have been associated with poor school attendance, including low socioeconomic status and low levels of parental education.1 3 In Australia, Indigenous young people have been identified to have significantly worse attendance and school retention when compared with non-Indigenous children, and it has been suggested that this is a key driver of the gap in academic outcomes between non-Indigenous and Indigenous young people.6 — 8 In addition Moore and McArthur9 identified that maternal and family risks, such as family instability, mental illness and drug and alcohol issues, are associated with reduced child participation in school.

Family background, health, home learning, parenting, and early care and education factors explain over half the gaps in reading and math ability between US children in the lowest versus highest socioeconomic status quintiles, suggesting a need for comprehensive early interventions.

The achievement gaps between white students and black and Hispanic students are massive and well - documented; the larger the socioeconomic disparity, the larger the achievement gap.