This book examines the cause of the student achievement gap, suggesting that the prevailing emphasis on socioeconomic factors, sociocultural influences, and teacher quality is misplaced. The cause of the achievement gap is not differences in parenting styles, or the economic advantages of middle-class parents, or differences in the quality of teachers. Instead, schools present learning tasks and award grades in ways that inadvertently undermine the self-efficacy, engagement, and effort of low-performing students, causing demoralization and exacerbating differences in achievement that are seen to exist as early as kindergarten. This process systematically maintains and widens initial gaps in achievement that might otherwise be expected to disappear over the K-12 years. Misdiagnosis of the nature of the achievement gap has led to misguided solutions. The author draws upon a range of research studies to support this view and to offer recommendations for improvement. “/div>div
While this book doesn't come close to solving all the problems facing our public school system, it does provide some understanding of some of the key issues that impact student achievement.
Combatting the Achievement Gap empowers educators to make meaningful change in the educational outcomes of African American, Latino, and low-income children by addressing structures, messages, and beliefs that are within educators’ sphere ...
" In Creating the Opportunity to Learn, Wade Boykin and Pedro Noguera help navigate the turbid waters of evidence-based methodologies and chart a course toward closing (and eliminating) the academic achievement gap.
Francis W. Parker Charter Essential School, a regional public charter school of choice located in the outer suburbs of Boston and enrolling 365 students in grades 7–12, is one of the royal jewels in its crown.
Goldin and Katz (2008) argue that, starting around the 1970s, the American education system has failed to keep pace with technological advances that generate increasing demand for more skilled workers. Psacharopoulos and Partrinos ...
In this volume prominent scholars, experts in their respective fields and highly skilled in the research they conduct, address educational and reading research from varied perspectives and address what it will take to close the achievement ...
Since graduating its first class in 2000, 100 percent of its students have been accept— ed to college, and 95 percent of Parker graduates have gone on to college—with 96 percent of those students attending four—year colleges.
Early Success Performance Plan : Educational Reform in the Montgomery County Public Schools ( Rockville . MD : Montgomery County Public Schools , May 2003 ) . www.mcps.kl2.md.us/info/ CTBS2003 / PDF / Early SuccessPerformancePlan.pdt .
Carolyn J. Downey, Betty E. Steffy, William K. Poston, Jr., Fenwick W. English ... Program evaluation; Student achievement; Teacher effectiveness; Vocabulary development strategies Ellis, E., 198 Emmer, E., 179, 180 English, F. W., 4, ...
The achievement gap illustrates restricted life chances and choices for many students, and only by addressing these inequities can we enable all learners to reach their fullest potential.