Addressing the Achievement Gap
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The paper argues that closing the achievement gap that exists will take an equitable allocation of funds and a supply of high-quality teachers that are good role models for African-American students. The paper discusses how to ensure that our teachers are quality individuals who understand the process of teaching as well as the methods that are currently available. The paper further addresses the need for students to be motivated to learn, for there to be higher expectations from teachers and students and for there to be less negative stereotyping by teachers. The paper asserts that if these factors are addressed effectively, a change can be initiated.
From the Paper:"There are a number of factors to be researched concerning the achievement gap between African American and Caucasian students. These factors include such things as resource allocation and how it affects those that receive less as compared to those that receive additional resources, how low teacher expectations can be effecting results from students who realize that the expectations are low (or high), academic stereotyping and the subliminal effects it is having on students, and last, but certainly not least, teacher quality or lack thereof. The educational environment in which the students find themselves is also perceived as an important factor in the level of success for many students.
"There have been a number of studies conducted during the last several decades that present various reasons for the achievement gap between black and white students, and a large number of decisions have been made using the data as presented by those studies. In the past the common perception may have been that certain students, or groups of students may have been less likely to achieve success due to their membership in that group. Stereotyping to that degree might even be a harbinger for the lack of success. A 2007 study found that "stereotype threat effects occur when members of a stigmatized group perform poorly on a task because they fear confirming a negative stereotype that is associated with their ingroup" (Spencer & Castano, 2007, p. 419). If members of a group feel that they are being looked down upon or castigated for being a part of that group, they may be acting out in the specific manner for which they are being looked down upon in the first place."
Sample of Sources Used:
- Clark, M.D., & Artiles, A.J. (2000) A cross-national study of teacher's attributional patterns, The Journal of Special Education, Vol. 34, No. 2, pp. 77 - 89
- Davis, N., Preston, C., & Sahin, I. (2009) ICT teacher training: Evidence for multilevel evaluation from a national initiative, British Journal of Educational Technology, Vol. 40, No. 1, pp. 135 - 148
- Gajda, R., & Koliba, C.J. (2008) Evaluating and improving the quality of teacher collaboration: A field-tested framework for secondary school leaders, NASSP Bulletin, Vol. 92, NO. 2, pp. 133 - 153
- Granger, D.A. (2008) No child left behind and the spectacle of failing schools: The mythology of contemporary school reform, Educational Studies (American Educational Studies Association), Vol. 43, No. 3, pp. 206 - 228
- Hopkins, M. (2009) Training the next teachers for America: A proposal for re-conceptualizing TFA, The Education Digest, Vol. 74, No. 6, pp. 4 - 10
Cite this Persuasive Essay:
Addressing the Achievement Gap (2011, November 30) Retrieved September 22, 2023, from https://www.academon.com/persuasive-essay/addressing-the-achievement-gap-149225/
"Addressing the Achievement Gap" 30 November 2011. Web. 22 September. 2023. <https://www.academon.com/persuasive-essay/addressing-the-achievement-gap-149225/>