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Running Head: ACHIEVEMENT GAP IN EARLY CHILDHOOD 1

Rakeema Benjamin

Achievement Gap in Early Childhood

Post University

2016

ACHIEVEMENT GAP IN EARLYCHILDHOOD 2

Abstract

There is a problem in early childhood education. Preschool children in the urban areas are

not achieving as well as students in the suburban areas. The project addressed factors that

contribute to the achievement gap by proposing the creation of workshop series. The workshop

series is focus on providing the proper resources needed to parents to address the factors that

contribute to the achievement gap in order to begin closing the gap. The workshops are focus on

introducing the different strategies to parents and caregivers to teach their children how to

achieve academically and become lifelong achievers. The workshops are focus on ways to

nurture and keep children healthy. The workshops are also focus on ways parents and caregivers

can promote cultural diversity in the classroom. The goal for this project is to leave other

professionals with the proper materials in order to conduct workshops that will contribute to

closing the achievement gap.


Problem Statement

There is a problem in early childhood classrooms that targets preschool children. Some

students in early childhood classrooms, in particularly three-to-five year olds, have trouble in

literacy development. Some students show a gap in performance and knowledge, especially

when measured against their peers. An achievement gap is a concept that educators often discuss,

and one that is noticeable and problematic in early childhood education. With cultural diversity

being one of the main factors in the achievement gap in early childhood education, it is important

to provide preschool teachers and students with opportunities to understand cultural diversity in

order to close the achievement gap.

In order to begin closing the achievement gap, it is important to offer preschool teachers

opportunities to build positive relationships with students and families of different cultural

backgrounds. Recent work has highlighted increases in the achievement gap among children of

different diverse backgrounds. Most achievement gaps show up before children attend

kindergarten, so addressing this concern at this level is important. Children in the highest

socioeconomic group scored 60% higher on tests than those of children in the lowest

socioeconomic group (Beatty, 2013). This study also shows that students who did poorly

academically were students who lived in poverty. These preschoolers had teachers who were not

qualified for the position. In today’s society, children of diverse backgrounds enroll in preschool

often lacking support and resources which decreases the chances of mending the achievement

gap. Creating an environment that promote cultural diversity and support educators and students

will contribute to lessening gaps theses children often see.


Review of Literature on Achievement Gap in Early Childhood

There is a large amount of research and literature on the achievement gap among

preschool children. Educators, parents and caregivers are faced with this problematic issue due to

the lack of resources, knowledge and skills, cultural diversity parent involvement and

professional team building. Researchers have documented that throughout the United States there

has been a steady and steep rise in diversity over the last decade. Between the years of 2000 and

2005, there was a 3% drop in the number of white children. At the same time African American

stayed the same, while Latinos rose by 16%. The population of Asians, and Pacific Islanders rose

by 12%. This change in demographics had a huge impact on early childhood education

(Manning & Mitchell, 2009). This change in demographics demonstrated the vast change among

diverse children which contributes to the achievement gap.

What is an Achievement Gap?

An achievement gap is a concept that educators often discuss, and is one that is

noticeable and problematic in early childhood education. This gap targets primarily preschool

students between the ages of three to five who live in urban low-income communities. Recent

work has highlighted increases in the achievement gap among children of different diverse

backgrounds (Slaby, Loucks & Patricia, 2005). It also showed the achievement gap shows up

before kindergarten. Minority Search Institute showed that students who did poorly academically

were students who lived in poverty. In addition, recent studies have shown lack of parent

involvement contributes to the achievement gap (Slaby, Loucks & Patricia, 2005). Research


studies such as Minority Search Institute have since shown probable causes of the achievement

gap.

Achievement Gap among Preschoolers’

Researchers have found that children who attend school with low literacy skills tend to

remain behind their peers as they progress through school which will continue to widen the

achievement gap. In addition, the professionals believe that students who are of diverse

backgrounds are at greater risk (Edmonds, O’Donoguhe, Spano &Algozzine, 2008). In 2000 the

National Assessment of Educational Progress (NAEP) test results showed enriched preschools

makes a difference in schools for children who live in poverty (Slaby, Loucks & Patricia, 2005).

The students were followed for five years from preschool to third grade. The study consist of

children being divided into three groups. The first group was of students who lived in poverty

and attended preschool. The second group poverty- level students who did not attend preschool.

The third group consist of all students who did not attend preschool

(Slaby, Loucks & Patricia, 2005).

The study showed students who lived in poverty that was supported by teachers, parents

and caregivers did exceptionally well throughout their years of schooling. Research also showed

that preschool programs if they are of high quality they can provide an enormous boost that

changes children lives forever (Beatty, 2013). As educators, it is important to acknowledge and

support students who live in poverty. A recent study given by the Minority Search Institute

determined that preschoolers who live in poor living environments with the lack of support

attend kindergarten a full six months behind in rereading skills (Slaby, Loucks & Patricia, 2005).


High quality programs include investment of improving achievement. High quality programs

includes sufficient time, precise targeting, thoughtful focus, and accountability results

(Slaby, Loucks & Patricia, 2005). Acknowledging and supporting students’ allow students’ to

have a greater chance of academic success throughout their schooling.

Factors that contribute to Achievement Gap

Social economic status Beatty (2013) summarizes that social economic status plays a major role

in students’ academic achievement. Research has shown significant amount evidence that

supports the argument that low income families lag behind academically verses students who

families have a higher social economic status. Beatty (2013) also explained in her article that it

is well documented that low income students constantly perform lower on achievement test

scores than their peers .

Cultural Diversity (Rasicot (2012) describes the importance of cultural diversity. Cultural

diversity plays an important role in the early childhood education.

(Souto-Manning & Mitchell, 2009) explained that cultural diversity plays an important role in

early child hood education. Preschool is when children start to recognize differences such as

faces and skin color. They also learn early on that their peers eat different foods, speak different

languages, and dress differently.

(Souto-Manning andMitchell, 2009) explained it is important for early childhood teachers to step

in and be the primary source of support when children attend preschool. In order to do that and

be successful they need to be given ways to promote cultural diversity in the classroom. Teachers


can encourage students to honor and respect one another. Teachers also can allow their students

to bring their home cultures into the classroom (Souto-Manning & Mitchell, 2009). A show and

tell activity could allow students to bring in items that represent their culture such as flags, food,

music, or anything else within reason.

Parent involvement Souto-Manning and Mitchell, 2009 also suggested that parents be included

in cultural diversity activities. Respecting one’s background promotes a healthy learning

environment. Researchers have also shown that parent involvement plays a major role in helping

their children achieve academically Decades of research have shown that provision of higher

quality early childhood programs results in high academic achievement (Geoffrey et.al, 2010).

Research also showed how effective these programs are.

Creative curriculum &programs to help mend the achievement gap - Researchers have

conducted a creative curriculum that promotes cultural diversity. As an educator, it’s important

to construct a curriculum that meets every child’s need and respects their differences. According

to (Dodge, Colker, & Heroman, 2002), it’s important to construct a curriculum that supports the

students and teachers. Creative curriculum help students achieve academically, build social

skills, writing, and letter recognition. One program that helps students build their reading skills is

the Early Reading First Program which services all children who are in an early childhood

program. Recent studies have shown an increase in academic achievement (Rasicot, 2012). The

Creative Curriculum narrows in on four areas of development such as social /emotional,

physical, cognitive, and language. It is the preschool teacher’s responsibility to determine if a

child is merging in all four areas of development (Dodge, Colker, & Heroman, 2002). It is also

the preschool teacher’s job to have an objective and goals established in their curriculum.


Cause of achievement gap

Many may want to know what the causes of the achievement gap are. Researchers have found

out that literacy development, lack of resources unexperienced teachers contribute to the

achievement gap. Literacy development plays a major role in the achievement gap. The famous

theorist Gardner focused on the brain of preschool children and the development. With his

findings he determined that every child’s brain works differently. He also determined that

literacy plays a vital role in early childhood. Researchers also refer to this as cognitive

development (Dodge, Colker, & Heroman, 2002). According to the National Center for

Education Statistics studies have shown from the year of 1990 to 2012 there has been an increase

of preschoolers ranging from ages of 3-5 being enrolled in preprimary programs. This percentage

increased from 59 to 64 percent. In the year of 2012 there also were 21% of school age students

living in poverty. This record was more than the year of 1990 (Institute of Education Sciences,

2014). Researchers also have shown children from disadvantaged backgrounds enter

kindergarten far behind their more advantaged peers and often face continued hardship in

achieving success in school and life. (Rasicot, 2012). Providing proper resources and programs

to preschoolers will enhance their learning while attempting to mend the achievement gap. It is

important for teachers to hold workshops to get to know their students and families on a more

personal level. It is also important to invite parents to come in and participate in the classroom

activities, such as cooking, reading art, and dancing.

Literacy development- Literacy development is one of key factors that plays a role in the

achievement gap. (Rasicot, 2012) explained, that educational programs such as Educare help

build students build their cognitive, social and verbal skills. This program also gives teachers the


proper skills and resources to help students to achieve academic success. Educare promotes a

comprehensive approach to high quality childcare and learning centers (Rasicot, 2012).This

program allows students who are three years old to stay with the same preschool teacher until

they are five years old and ready to go to kindergarten. Research has found out that young

students who spend two years in preschool with the same teacher enter kindergarten with average

and above average social skills. In addition, research has shown that children who attend this

specific program achieve academically throughout kindergarten (Rasicot, 2012). This program

has expanded over the country and will continue to help teachers promote cultural diversity in

the classroom. Preschools provide opportunities and activities that promise learning and skill

building. Lastly, they offer a curriculum that promotes self- expression, confidence and self-

esteem. Children learn in many different ways.

Lack of resources- “Edmonds, O’Donoguhe, Spano &Algozzine (2008) explained” providing

proper resources and programs to preschoolers will enhance their learning “while attempting to

mend the achievement gap. (Geoffrey et.al, 2010).” It is important for teachers to hold

workshops to get to know their students and families on a more personal level. It is also

important to include parent involvement. It is also important to invite parents to come in and

participate in the classroom activities. Another program that help urban students achieve is the

National Association for the Education of Young Children this program aids children and

families in the urban community. NAEYC also supports caregivers and teachers to build a

community where children of all cultural backgrounds can learn and be safe (Cardona, B., &

Jane, S, 2012). Unexperienced teachers- (Gardner, 1993). Educators could strengthen their

student’s intelligence by allowing students to explore and learn on their own. Teachers could

also allow students to help plan weekly activities. Gardner (1993), stated that the theory of


intelligence is based on real life experiences. This is why educators adapt to the theory of

multiple intelligence. In addition, Gardner’s theory of multiple intelligence helped teachers build

a curriculum based on the different types of intelligence. One example, is planning a math

activity that meets the need of every child using the different multiple intelligences. Gardner

(1983), explained that it is wrong to view someone who is good at language or math as

intelligent. There are many ways to view a child’s intelligence, such as music, science and

sports. Gardner (1982), also explained that it is the educator’s responsibility to make children

feel comfortable. This is why as a teacher it is important that a child feel welcomed.

Findings/ changes in the achievement gap

Researchers have found out that living in low income communities contributes to achievement

gap. Children in the highest socioeconomic group scored 60% higher on tests than those of

children in the lowest socioeconomic group (Beatty, 2013). This study also showed that students

who did poorly academically were students who lived in poverty. Researcher also have low-

income communities’ students who attend literacy programs have high academic achievement.

One program that helps students build their reading skills is the Early Reading First Program

which services all children who are in an early childhood program. A recent study was given to

94 preschool students 43 girls and 51 boys 58% percent were African American 21% Hispanic,

13% white, 2% Asian, 3% Native American and 3% multiracial (p.3). The study results

determined preschool children who attended literacy programs in the summer were able to build

on the necessary skills they needed in order to be successful in kindergarten.


Conclusion

Most of the research presented strongly supports the plan of action to close the

achievement gap in early childhood. Evidence of research given has proven with the proper

support and resources this achievement gap can begin to close. The studies have shown high

academic achievement for students who live in low income communities. Although studies have

shown academic success when it comes to students, there is still a huge achievement gap in early

childhood. One problem that remains is schools are still underfunded and lack needed resources.

In the year of 2013, president Obama proposed a “Preschool for All” initiative pledging 75

billion dollars in new federal funding over a period of ten years (Armor & Sousa, 2014). Going

forward, educators need to be able to pinpoint the factors that cause the achievement gap and

address them immediately. Addressing these factors will continue to help students achieve

academically.

Research Design and Methodology

This action research project is going to take a look further into the cause of the

achievement gap among preschool children. A thorough review of literature helped to identify

the factors associated with the achievement gap in urban schools. The research will be given on

preschool children who attend the YMCA Childcare Center in Bridgeport, Connecticut. The

children who attend this program are three-to-five years old. In this center there are six teachers,

one educational specialist, one coordinator, one director and one executive director. There are a

total of thirty six preschool children that is divided evenly into two classrooms. In this preschool

there are three children who meet with a speech pathologist three times a week. There is one


child who receive special service at a different school. This is also referred to as shared

placement.

The design of this project will be a case study approach. The observer will be looking at

the different factors that contribute to the achievement gap at this particular preschool. The

observer will be making observations and taking notes throughout both classrooms. While

observing the viewer will be looking for teachers interaction with parents students, and other

professionals. The viewer will also be looking for parent involvement and interaction with the

children. The observer will be focusing on how children interact among their peers.

The outcome of this project will provide parents and caregivers with the proper resources,

support and skills necessary in order to begin closing the achievement gap. This project will also

implement strategies that will help assist educators in teaching preschool children in the urban

setting. Conducting a significant amount of research will assist in building a strong foundation

with teachers, parents and caregivers and most importantly with students in order to begin

closing the achievement that resides within this preschool. In the future to come, one can only

hope the work of others will continue to help professionals, parents and caregivers to

successfully help children prosper in life.

Evaluation and Assessment of the Project

The project will consist of building a pilot program that encourages parents/ caregivers to

be involved in preschool children learning. The educator will be conducting semi-monthly

Saturday workshops (6-8 a year). The educator would be using power points and handouts. The

professional’s work will go before a panel of experts. The professional will then gather feedback


from the experts. The first month the educator will conduct a workshop on the introduction of

why it is important that parents/ caregivers meet with educators. Then the second month the

professional would talk about team building. As the educator conduct these workshops, he or she

would be making observations, gathering data, and meeting with other educators and

administrators. These workshops are important because it will demonstrate how important it is

for parents/caregivers and educators to work together as a team. These workshops will also give

parents/ caregivers the opportunity to begin to mend the achievement gap.

Self- Evaluation

The process of the self-assessment was challenging and tedious. While conducting this

project one must keep in mind that all elements of the project should be met before implementing

it and submitting it to a panel of experts. The process of this project reflect on the past

experience throughout the Masters of Education program. This project show signs of

developmental growth throughout the course of this education program at Post University. With

the knowledge and skills of the education program, the author have since created a project that

complement the work of the capstone project. Along with the knowledge and skills of this

project a panel of experts gave input on the style and content of this project.

The executive director of the YMCA Childcare Center reviewed the material and content

of this project and felt that this project was well designed with a lot of effort put into it. One

question was whether she believes that there is an achievement gap in preschool. The executive

director agreed that there is definitely an achievement gap within the preschool setting. The

executive director did mention how important it is to encourage families to be an active


participant in their child’s preschool. She also explained that it is important for teachers to

educate their parents. Educating parents and caregivers will help students achieve their goals.

The director of the Early Childhood program also acknowledges that there is an

achievement gap; therefore, she recommend to add parents and caregivers to the creative

curriculum. Another question that was asked was should the semimonthly meetings continue.

She agreed that the semimonthly meetings should continue throughout the year. The director also

expressed the interest in helping the teachers and families work together to build positive

relationships that will help their child succeed. The director also explained that teachers should

make themselves accessible to communicate with parents and caregivers. The director

recommend this be done by phone, email, or the preschool app. She also mentioned that

promoting positive relationships teaches children how to respect their peers and teachers.

The educational specialist of the YMCA Childcare Center, was asked whether she

believe parent and caregiver involvement has a huge impact on child development. The

educational specialist quickly answered yes. The next question was whether she believe this is a

big issue among preschools. The specialist explained that parents and caregivers lack the support

they need in order for their child to succeed. After reviewing my project, she explained that she

will assist the staff in any way she could to make sure the teachers and parents are both on track

when it comes to parent involvement. The educational specialist recommended that teachers use

the family engagement tool kit. The family engagement tool kit is a road map to children and

families success. The family kit also include a family engagement checklist and a teacher and

parent/ caregiver provider packet. This tool will contribute to helping educators and families to

begin building positive relationships that will contribute to closing the achievement gap.


In the rubric there are four categories listed:

Emerging- shows signs of understanding but still lacking the necessary skills in order to successfully complete the project.

Proficient- shows a substantial amount of understanding bust still lacking the necessary skills in order to successfully complete the project.

Mastered- Has successfully met all requirements in order to successfully complete the project.

Unacceptable- Shows no signs of understanding the necessary skills in order to successfully complete the project.

Self-Assessment

ElementProcess:

Emerging1

Proficient2

Mastered3

Unacceptable0

Total

Adhered to schedule and timeline of project

Frequent communication with instructor Drafts submitted at a timely manner for revision. Engaged in weekly discussions.

3

Optimum Growth

Project demonstrates process overtime knowledge and skills throughout the Med. program

3

Professional Skills & Attributes

The student present prior and new skills to successfully conduct project

3

Product:

Project show dedication and hard work that successfully demonstrates the completeness of project.

Individual contribute hard work dedication to meet the necessary requirements in order to successfully complete project. This include meeting set goals within the Med.

3


Program. Project exhibits a clear overview of master level work

Individual demonstrates the proper knowledge and evidence to support project.

2

Delivery of presentation Project requires a tremendous amount of work along with extensive amount of research.

Student contributes time and effort to properly research materials associated with project.

2

Abstract & content

The abstract describes the project in brief detail. The content of the paper is fully developed.

3

Writing style APA format

The paper is properly written using APA format.

2

Layout of project

The presentation is organized and the power point is fully developed and can easily be applied and lectured at any of the monthly workshops.

3

Citations Citations and references are correctly formatted

2

Project ready for review by panel of experts

Project is neatly presented to the panel of judges. The project will be accessible digitally through PowerPoint. It will also be available on PLE (Personal Learning Environment

2


website). Total

28/33


Discussion and Reflections

Prior to attending this M.Ed. program, I knew I wanted to advance in the field of

education. I also knew I wanted to make a difference in children lives and not by just being a

preschool teacher. I knew I wanted to be the voice that speaks for every child no matter their

cultural background. I also knew I wanted to be an advocate for closing the learning achievement

gap. Since I have been enrolled in this program, I have to say it has been a long journey. I am

pleased to say, this journey is about to be over. This journey has been exciting, interesting,

challenging, and stressful and this list just continues on. Despite of all the mixed emotions I

experienced I have to say it was all worth it.

The implementation of this capstone project was challenging. Although this project was

challenging so much learning took place throughout this journey. This project has made me

stronger as a learner than I ever was before. I see learning through a different lens. I have

improved tremendously as a student and teacher. Throughout implementing this project my

critical thinking skills enhanced. The knowledge that I have learned from this project is being

reciprocated into my preschool classroom. This project encouraged me to be creative and

problem solver. Most importantly, this project has helped me come up with different strategies to

meet the needs of every child in my classroom.


The capstone project demonstrated the following Core Program Outcomes.

Students will develop a vision for the future of education, a personal critical and

creative perspective on issues and changes in education, and several means to

adapt to future realities.

A vision of closing the achievement gap among preschool children. This project focus on

ways to assist educators, parents and caregivers in helping children reach optimum growth. This

project implemented different teaching and learning strategies in order to begin closing the

achievement gap.

Students will demonstrate an understanding of creativity and innovation as

applied to education.

The project demonstrate creativity that allows educators, parents and caregivers to form activities

that fits the needs of every child. This include cultural diversity, language and literacy and

sorting activities.

Students will develop and demonstrate leadership thinking in critical areas of

interest within their field.

The project allow educators to host semimonthly Saturday workshops. This project also allow

professionals to critically think and come up with ideas relating to early childhood education.

Students will be able to design and develop curriculum using models of

curriculum design such as understanding by design.

Curriculum designed by the student that meet the needs of every child in the preschool

classroom. The curriculum promotes cultural diversity and parent and caregiver involvement .


The curriculum have different strategies that teachers can use in order to successfully teach a

lesson. The developed curriculum demonstrate ways professionals can continue to promote a

quality learning environment. The curriculum also promotes intentional teaching and learning.

Observations and assessments have all been incorporated in the curriculum in order to practice

intentional teaching . Positive feedback from peers, and experts also contributed to successful

completion of curriculum used to conduct this project.

Students will be able to use selected advanced instructional strategies

appropriate for specific learning outcomes.

The learner used several strategies in order to successfully accomplish learning outcomes.

Research was conducted in order to analyze and present substantial amount of evidence of the

achievement gap among preschool children. Technology also play a major role in the success of

learning outcomes. Purposeful activities also contribute to successful learning outcomes. The

student was able to conduct a workshop using a power point. Advance instructional activities

allow educators, parents and caregivers, and preschool children to learn through experiences.

Students will be able to apply a variety of formative and summative assessment

strategies to evaluate and improve teaching & learning.

The student conducted serval observations and recorded data of the educators and students

progress. The student also used a checklist to determine the growth of the students’ progress. The

students growth was also based on the State of Connecticut performance standards. The students

growth was also recorded on the State of Connecticut Early Childhood website. The teachers and

parents and caregivers have access to these assessments.


The Post University program has helped me in many of ways. Prior to attending this

program I had limited knowledge. I am proud to say, I have successfully learned enough of

information to be successful as an educator and administrator. My experience in this program

have been phenomenal. I have learned to think outside the box and not be afraid to express my

passion of learning teaching. I have learned several strategies that I have since implemented in

my preschool classroom. One strategy being cultural diversity. Cultural diversity plays a huge

role in the world of education. I also learned to appreciate differences over the past three years I

have learned so much from my online peers. I appreciate the feedback that was given to me to

help me become a better learner.

The Master of Education program taught me how to be a lifelong learner and achiever. I

want to take the knowledge that I have learned and work for the board of education. I want to

continue to work towards closing the achievement gap and educating others. I want to teach

others how important it is to close this learning gap. I also want to incorporate programs in the

urban areas that will help children succeed academically. I also want to build a strong foundation

that will give parents and caregivers the necessary support to help their children to succeed. I

plan on taking what have learned and applying my expertise to brighten the world of education.


References

Armor, D., & Sousa, S. (2014). The dubious promise of universal preschool National Affairs, 1-

15.

Retrieved October 12, 2014.

Beatty, A. (2013). Schools alone cannot close achievement gap. Education Reform, 1-8.

Retrieved October 12, 2014.

Cardona, B., & Jain, S. (2012). Home-School Relationships: A Qualitative Study with Diverse

Families. The Qualitative Report, 17(70), 1-20. Retrieved September 12, 2014, from

http://www.citationmachine.net/apa/cite-a-journal/create

Dodge, D., Colker, L., & Heroman, C. (2002). The Creative Curriculum (4th ed.)

Washington, DC: Cataloging-in Publication.

Edmonds, E., O’Donoghue, C., Spano, S., & F., R. (2009). Learning When School Is

Out. The Journal of Educational Research, 102(3)213-222.

Retrieved October 1, 2014, from http://eds.a.ebscohost.

Gardner, H. (1982). Art, mind and brain. New York: Basic Books.

Gardner, H. (1983). Frames of mind. New York: Basic Books.

Gardner, H. (1993a). Multiple intelligences: The theory in practice. NY: Basic Books.

Geoffroy, M., Cote, S., Gigure, C., Dionne, G., Zelazo, P., Tremblay, R., ... Seguin, J. (n.d.)

http://eds.a.ebscohost/

http://www.citationmachine.net/apa/cite-a-journal/create


(2010). Closing the gap in academic readiness and achievement: The role of early

childcare. Journal of Child Psychology and Psychiatry, 51(12), Pp 1359–Pp13591367.

Retrieved October 12, 2014, from doi:10.1111/j.1469-7610.2010.02316.x

Rasicot, J. (2012, November 7). Educare preschools set out to erase achievement

Gaps. Education Week, 32(11), 14-15.

Souto- Manning, M., & Hanson Mitchell, C. (2009). The role of action research in fostering

culturally-responsive practices in a preschool classroom. Early Childhood Education

Journal, 37(4), 269-277. Retrieved October 1, 2014, from doi:10.1007/s10643-009-0345-9

The Condition of Education. (2014). Institute of Education Sciences. Retrieved

September 13, 2014,Retrieved from http://nces.ed.gov/programs/coe/indicator_cfa.asp


Appendix A

Problem Statement

There is a problem in early childhood classrooms that targets preschool children. Some students

in early childhood classrooms, in particularly three-to-five year olds, have trouble in literacy

development. Some students show a gap in performance and knowledge, especially when

measured against their peers. An achievement gap is a concept that educators often discuss, and

one that is noticeable and problematic in early childhood education. With cultural diversity being

one of the main factors in the achievement gap in early childhood education, it is important to

provide preschool teachers and students with opportunities to understand cultural diversity in

order to close the achievement gap.

Learners

The project will focus on professionals, parents and caregivers and students. The project will

demonstrate ways teachers can provide the proper resources necessary to parent and caregivers

in order to help students achieve.

Learning Objectives

Ways educators, parents and caregivers can help students achieve.

What are the proper resources necessary in order to support families ?

How important is family involvement ?


Different strategies educators can use in order to begin closing the achievement gap

among the urban areas.

Week1 Week2 Week3 Week4

Begin preparing for my final project

Make sure I have addressedPotential solutions to the problem at hand

Continue to analyze and find research supportive studies

Be sure to be using the right methods to conduct capstone project

Checking for any additional resources needed for final project

Be sure there is a clear introductionThat include 2 themes

Make sure there is enough supportive data

Quantitative /qualitative research data

Include additional resources Make sure I have corrected documents in my portfolio


Week5 Week6 Week 7 Week8

InterviewsSurveysObservation note taking

Review recorded data Review of documentedMaterial

Continue to put completed assignments in portfolio

Continue to collect data Make sure all aspects of the project is completed

Make correction to project plan if necessary

Capstone final project reviewed by experts

Final project completed

Appendix B

The project would research the following question:


1. How can educators assist parents and caregivers to help their children succeed and

become lifelong achievers?

Appendix C


Appendix D


Appendix E

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