Abstract In this article, the writer notes that for many years there has been a considerable achievementgap in America. Most often this achievementgap is evident when comparing wealthy children to poor children. There are also achievementgaps along the lines of race and gender. The writer explores why these achievementgaps exist and the ways in which these gaps can be reduced. The writer also provides some facts concerning the types of achievementgaps that exist in America. The writer maintains that achievementgaps between white and black students begin in elementary school and exist throughout adulthood. The research suggests that such factors as poverty, under funding and racism play substantial roles in contributing to the achievementgap amongst American students.
Outline:
Introduction
AchievementGap Why Does an AchievementGap Exist?
Poverty
Unequal Funding
Locus of Control
Acting White
Academic Disengagement
Reasons for Academic Disengagement
How to reduce the AchievementGap Adequate School Funding and School Choice
Better Trained and Better Paid Teachers
Detracking
Changing Perceptions
Discussion
Conclusion
From the Paper "When schools do not have adequate funding they can not purchase enough books for every student, school equipment may be deteriorating and students may not have access to the technologies needed. A lack of these essential tools can make it difficult for students to thrive.
"In addition to adequate school funding, school choice may be needed in some districts. The issue of school choice is a controversial one but parents and students should not have to bear the cost of schools that are failing children and not providing them with the education needed to compete in the world. In a perfect world schools would get funding and well trained teachers but the reality is that in order to close the achievement gap some serious issues must be addressed and this may result in the temporary or permanent closing of underperforming or failing schools."
Abstract This paper examines how a great gap exists today between the academic achievements of white and Asian-Americans and the rest of the non-Asian minorities, which has been increasing steadily since the 1980s. The paper suggests the gap is a social construct created from the prejudice of the white majority and the unconscious and often paradoxical ways in which minorities inadvertently live up to their expected negative role. Other explanations for the achievementgap are discussed, but in the end, systemic prejudice mixed with the results of the "stereotype threat" are seen to explain the burgeoning divide between minorities and the majority.
From the Paper "According to Steele's extensive research, constant exposure to negative stereotypes results in one of two different responses. The individual may go through a process called "disidentification" in which ?To reduce this stress he may learn to care less about the situations and activities that bring it about -- to realign his self-regard so that it no longer depends on how he does in the situation... Pain is lessened by ceasing to identify with the part of life in which the pain occurs.? (Steele, 1999, I) A more commonplace term for this process is tuning out -- for the student effectively tunes out not just negative stereotypical input, but also those parts of their life about which negative stereotypes may occur, such as the academic world. The other response is to gear up: to try doubly hard to overcome and disprove the stereotype. Most theorists would blame tuning out for the gap in achievement -- however, Steele suggests that gearing up may be equally to blame."
Abstract This paper discusses the myriad factors that may be contributing to the achievementgap between black and white children in America. The paper also looks at some positive signs regarding the educational future of black children and some possible solutions for closing the gap.
From the Paper "As recently as 1998, the press was reporting that African Americans score lower than European Americans on vocabulary, reading, and math skills tests in general, as well as on standardized tests claiming to measure scholastic aptitude and intelligence. Although the gap had narrowed somewhat after 1970, the American black child still scored lower than whites, as much as 15 percent lower. Despite abundant speculation and a wealth of research, no one had yet come up with a "magic bullet" to put a stop to the disparity; in fact, research had shown that the problem was extremely difficult to overcome, despite integration (a fact for more than 40 years) and improvement in other socioeconomic factors. ?It is true that the gap shrinks only a little when black and white children attend the same schools. It is also true that the gap shrinks only a little when black and white families have the same amount of schooling, the same income, and the same wealth.? (Jencks and Phillips, 1998) The disparity is substantial, as revealed by grades. Researchers in Shaker Heights, Ohio, found that ?black-white GPA gap equals roughly one letter grade. The mean GPA is in the neighborhood of C+ for blacks and B+ for whites.? (Ferguson, 2001)"
Abstract This paper discusses the achievementgap between African-American and Caucasian students as it relates to education. It discusses the gap from a historical and cultural perspective. It then explores the context of this issue as it relates to standards of education and analyzes the findings of several articles regarding the impact of this issue on pre-service teachers.
Table of Contents:
Introduction
Context With Link To Standards Of Education
Summary And Analysis Of Several Articles
Impact Of This Issue Of Pre-Service Teachers
From the Paper "The segregation of African American and Caucasian children prior to 1964 continues to have a profound effect on the achievement levels of students. In addition, there are issues of socioeconomic class that play a significant role in achievement levels. In recent years this gap has increased significantly as the disparities between the rich and the poor have also widened. Because there are such differences between the wealthy and the poor in this country there are also substantial differences in the standard of education from place to place. There have been various attempts over the years to close this gap. Under the Bush administration the No Child Left Behind Act was developed to address the Achievement gap. Since the implementation of this Act there has been a great deal of conflict concerning both its implementation and the impact that the act has actually had on the achievement gap as it relates to Black and White students. Setting specific standards as it relates to expectations for achievement and curriculum is critical to closing the achievement gap between black and white students."
Abstract This paper argues that the Brown vs. Board of Education, a Supreme Court decision mandating the integration of public schools with the purpose of promoting equality in education, and ultimately in society, has not yet achieved this ideal. The first part of this paper details how the achievementgap between different races can be seen in all levels of education, from primary to college levels. This section also looks at how this gap can be discerned in various areas from academic subjects like mathematics to extra curricular activities like SAT preparations. The next part of the paper then looks at the reasons why this achievementgap persists. Finally, the paper looks at various programs that are geared towards narrowing this gap. Though their successes remain limited, this paper argues that programs such as these are the only long-term solution to a problem as ingrained as the achievementgap in education.
From the Paper "The scholastic achievement gap starts as early as pre-school. Data from the U.S. Department of Labor (cited in Jacobson 2001) shows that by kindergarten and first grade, children of African American, American Indian and Latino heritage exhibit lower levels of school awareness compared to white and Asian children of the same age. These tests measure factors such as the mastery of oral language, pre-mathematics and pre-reading skills. In addition, African American, American Indian and Latino children also who lower levels of general knowledge."
Abstract Addresses the gap in testing scores between minority and majority (white) students at a high school where the proportion of minority to majority students is 1:4. Proposes a number of different ideas to improve minority students' test scores, involving parents, teachers, administrators, and students in both academic and social initiatives.
Abstract This paper examines how, although it is desirable that the elementary classroom provide a unified approach and atmosphere for educating students, such unity is not always possible in today's diversified classroom. It looks at how the challenges that exist in a diversified classroom are myriad and how regardless of these challenges, it is important to work with the diverse population. The paper further examines the phenomenon of the "achievementgap," "acting white," and the potential effect of the teacher on what is presumed to be peer effects.
Outline:
The "AchievementGap"
Acting White
Closing the Gap Discussion and Conclusion
From the Paper "According to Fryer and Levitt (2004) there is a gap between the test scores of white and black students, which widens as these students progress through elementary school and into later grades. This phenomenon exists even when socioeconomic factors, family structure, neighborhood elements, and school quality are accounted for (Fryer & Levitt, 2004, p. 65). In addition, while black students experiencing a widening gap as they progress through school, Hispanic children in the same environment tend to close the achievement gap when they mature, even when faced with "relative inexperience with the English language" (Fryer & Levitt, 2004, p. 65)."
Abstract This paper explains that, among minority students as well as between male and female students, there are discrepancies in educational and occupational expectations and aspirations. The author points out that, using the National Education Longitudinal Study, a gap exists between aspirations and expectations among students who set goals that were unrealistic in nature and who had generally been described as having lower educational achievement levels early on in their education. This paper stresses that, first and foremost, educators have to identify when a potential for a discrepancy exists and than use a combination approach because there is no one solution that will fit every student.
Table of Contents
Historical Origins of Differences
The Discrepancies between Supposedly Increasing Educational Aspirations and Persistent Gaps in School Outcomes
Challenges These Differences Pose to Educators Today
What Schools and Teachers can do to Improve Educational Equity across Population Groups?
From the Paper "Why the discrepancy? In the past little effort has been made to differentiate between aspirations and expectations; and example given is a study conducted in 1991 by Marjoribanks, who used the term 'aspirations' to describe his study, but actually measured student expectations. Thus, part of the blame rests on the shoulders of researchers. There is also evidence to suggest that sometimes students create aspirations that are unreasonable or unattainable. This is an issue that must be dealt with by school administrators and teachers, who must work together to help students create aspirations that are attainable and reasonable. In addition, students must be taught in an environment that encourages and supports, and one that recognizes the unique challenges and hardships any individual student may face when attempting to realize their expectations."
Abstract This paper explains that early childhood education programs can help bridge the achievementgap, reduce dropout rates and delinquency and increase economic productivity and social stability for economically disadvantaged young children. The paper describes what elements in these programs are critical in order for them to be successful in achieving their stated objectives and concludes that, at least in this area of educational and social reform, the nation is moving in a more positive and productive direction.
From the Paper "There is an ongoing societal concern for the welfare of disadvantaged young children and the negative effects poverty has on their academic performance. The outcome of this preoccupation largely takes the form of early childhood programs. Actually, 'early childhood programs have been a part of the nation's social policy landscape for decades' (Shonkoff, 1). The main objective of such programs is to close the achievement gap between low-income students and their more privileged counterparts. Said differently, 'childhood intervention programs' seek 'to diminish the social economic status disparities in the preschool years so that poor children enter school on a more equal footing to their more affluent peers' (Brooks-Gunn, Currie, & Besharov, 3)."
Abstract This paper examines poverty, family circumstances, cultural issues between families and schools and the lack of resources in many American public schools, which have large minority populations. The author offers an explanation for each item's continued existence and strategizes how educators can combat these inequalities through different programs and policies. The paper also provides insight into how the achievementgap in our schools came about. The author concludes that, until various remedies are implemented, minority students will continue to be inadequately educated.
From the Paper "Specifically, she cites the example of certain language arts classrooms where misunderstanding and/or indifference have thwarted the efforts of minority children to grow stronger in the use/application of the English language. For instance, she reports how some teachers, unfamiliar with the language abilities of African American children, are led to believe that these students have no fluency with language. They therefore allow them to remain in the first stages of the writing process, producing first draft after first draft, with no attention to editing or completing final products."
Tags: desegregation training grants, tittle i, teacher, probationary periods
Abstract Addresses the gap in testing scores between minority and majority (white) students at a high school where the proportion of minority to majority students is 1:4. Proposes a number of different ideas to improve minority students' test scores, involving parents, teachers, administrators, and students in both academic and social initiatives.
Abstract The following paper examines supply chain difficulties experienced in recent years by the GAP, inc. Chiefly, the paper focuses upon the inefficiencies resulting from over-expansion and growing public concerns that the GAP supply chain permits sub-standard working conditions to be perpetuated. The paper concludes that, until the GAP comes to terms with these issues, its future security is at considerable risk.
From the Paper "Throughout most of its history, the GAP stores empire has enjoyed robust prosperity. That being said, the franchise has also been forced to grapple with a number of problems arising from a supply chain that has been either over-extended by corporate "over-reach" or has become the subject of ridicule because of its disconcertingly low labor standards at the manufacturing stage. With all of this in mind, the following paper will examine the current fiscal health of the GAP, its vital supply chain as well as both of the above-mentioned problems and their impact upon both. From there, the paper will briefly conclude that the company's future as a leader in the highly competitive retail sector will be largely dependent upon its ability to successfully resolve the aforementioned challenges and thus bring its financial house in order."
Abstract The purpose of this study is to examine the nature of the gender gap that exists between girls and boys at the primary and secondary levels of education. This paper first discusses some of the root causes that influence the development of gender stereotypes and the gender gap in science and math. It then examines some of the effects of this gender gap also within an educational context.
From the Paper "Consistently, studies have demonstrated that gender stereotypes can have an effect on the ability of girls to excel in either science or math. Cultural perceptions that assume that those subjects are the domain of boys and not girls can have a deleterious effect upon the ability of girls in a schooling setting to pursue and master either of these subjects that are considered to be so crucial. Science and math constitute two of the core academic subjects that are taught in school, especially at the primary and secondary level. Despite the basic importance of science and math to education at these levels, studies seem to indicate that the current educational situation actually accentuates the gender disparities that exist between girls and boys regarding learning in science and mathematics."
Abstract The paper addresses the gender gap within the digital divide between men and women, and across nations and economic levels. It gives reasons why the gender gap is a cause for concern, and why the digital divide is important.
From the Paper "Men and women do not access information and communication technology ICT at the same rates nor do they enter the fields that develop future ICT applications and direction at the same rates. There is a digital divide that is widening between men and women in this regard and the divide exists across nations and economic levels. This research considers the digital divide in general, the gender gap within the digital divide in particular and reasons that the gender gap ..."
Tags: OECD, organization economic co-operation, development, international business, digital divide, gender gap, UNDP
