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.