Disare goes on to look closely at the pros and cons of a system that sorts students into schools this way, including the concern that it might «
widen racial achievement gaps and leave lower - achieving students in less demanding classrooms with fewer resources.»
Not exact matches
Earlier this year, an Indiana University study found that the «Excellence
Gap,» the racial achievement gap at NAEP's advanced level, widened during the NCLB e
Gap,» the
racial achievement gap at NAEP's advanced level, widened during the NCLB e
gap at NAEP's advanced level,
widened during the NCLB era.
Since the Common Core standards have never been field - tested, no one knows whether they will raise test scores or cause the
achievement gap among different
racial, ethnic, and income groups to narrow or to
widen.
Notably, these
widening achievement gaps between the strongest and weakest students aren't reflected in the
racial or income data.
Tom and I exchanged views last year in The Washington Monthly, and in his current piece he continues to sidestep or ignore the bad stuff, such as the revolving door for principals, the swollen central office bureaucracy, and the
widening racial and economic
achievement gaps.
Difference is, the Sheff efforts are rooted in Brown vs. Board of Education and other Civil Rights legislation, whereas the Common Core and other «reformy» actions are untried ploys that ultimately will increase the
racial and economic segregation of our Two Connecticuts and further
widen the
achievement gap for our students.