The Achievement Gap

Deziree Martin, Stephanie Sherer & Linwaun Fulton

Why are we still talking about the Achievement

Gap?

It’s Still Relevant!Thirty-three percent of 4th grade public school students are at or below the “Basic” level on the 2009 National

Assessment of Educational Progress (NAEP) reading tests. Twenty-six percent of 8th grade public school students performed at or below the “Basic” level on the NAEP reading test (NCES, 2009).

Among 4th graders, 53 percent of African American students, 52 percent of Hispanic students, and 48 percent of American Indian students scored below the “Basic” level on the NAEP reading test. Among 8th graders, 44 percent of African American students, 41 percent of Hispanic students, and 37 percent of American Indian students scored below the “Basic” level on the NAEP reading test (NCES, 2009).

Forty-nine percent of 4th graders eligible for free and reduced-price meals finished below “Basic” on the NAEP reading test. Forty percent of 8th graders eligible for free and reduced-price meals scored below “Basic” on the NAEP reading test (NCES, 2009).

Educator Check-In on Culture

ActivityAt this time we want each of you to take a moment to reflect on

your cultural practices in your classroom. This worksheet will help you identify things you are doing as well as cultural items that you may want to explore in order to better connect with

students.

Worksheet Link: http://www.nea.org/assets/docs/mf_CAREbook0804.pdf

“Priorities to Explore” Discussion

Think-Pair-Share Activity

At this time, take about a minute to reflect on the three cultural items on the worksheet that you would like to explore further.

Once you’ve done so, spend two minutes discussing with the person beside you, how exploring these items will improve your teaching practices and then share with the whole group.

What is the Achievement Gap?

Achievement Gap: Disproportional scoring on educational measures by race, ethnicity, gender, socioeconomic status.

Opportunity Gap: The unequal distribution of resources and opportunities.

Learning Gap: “The disparity between what students actually learned and what they were supposed to learn at a particular age or grade-level.”

Statistics• Almost 13 million American children live in poverty

• An American kid drops out of high school every 26 seconds.

• 78% of juvenile crime is committed by high school dropouts.

• Each dropout, over his or her lifetime, costs the nation approximately $260,000.

Statistics• 37 percent of children arrive at kindergarten without the skills

necessary for lifetime learning.

• High SES children are exposed to 45 million words over their first four years of life compared to the 32 million words low SES children are exposed to.

• Half of youths with a history of substance abuse have reading problems.

• 80% of preschool and after-school programs serving low-income populations have no age-appropriate books for their children.

Discussion • Are there any statistics that stood out to you? Take a minute

to reflect on them with your neighbor and then share with the whole group.

• Do you think that any of these statistics are a direct result of the Achievement Gap? Take a minute to reflect on them with your neighbor and then share with the whole group.

Impact of the Achievement GapEconomic: Loss in gross domestic product for nation by the billions

(approximately $350 to $525 billion potential revenue in 2008 lost because racial achievement gap was not closed in 1998 by United States)1

Academic: Apathy towards education among African-American students, lack of improvement in standardized test scores for minority students (Allen & Thompson, 2012)

Personal: Poor health, low-paying employment, limited opportunities for cross-cultural experiences

Interventions Within Schools

School Culture: High expectations for student achievement. Schools exemplify high expectations by eliminating remedial classes and offering more demanding courses such as honors, Advanced Placement (AP) and International Baccalaureate (IB) classes. Schools also encourage minority students to enroll in demanding classes through targeted outreach by counselors and teachers and/or open enrollment. Expectations are high for teachers as well and teachers are given decision-making authority to implement changes directed toward increasing student achievement.

Interventions within Schools

Curriculum & Instructions: Changes in class schedules to allow more time for instruction. Administrators recognize that more time is needed to teach such critical core subjects as Algebra I. Class schedules are typically changed in order for teachers to have longer blocks of time that allow for instructor-led as well as applied instructional strategies. Administrators recognize the need to change classroom practices to allow students the opportunity to practice skills.

Who plays a part in achievement

gap? ❑ Teachers

❑ Counselors

❑ Students

❑ Parents

Resources for Teachers C.A.R.E. Strategies for Closing the Achievement Gap - (

http://www.nea.org/assets/docs/mf_CAREbook0804.pdf) This pdf offers worksheets for educators to check themselves and where they are in relation to helping close the achievement gap. It also has lesson plans for K-12 classes on culture, abilities, resilience, and motivation.

Discussion: Take a minute to browse this website with your neighbor. Then share with the whole group, one strategy you think may be effective and how you would use it in your classroom.

Resources for TeachersTeaching As Leadership:

The Highly Effective Teacher’s Guide to Closing the Achievement Gap - Based on evidence from classrooms across the country, TFA discovered much about effective teaching practice, and distilled these findings into the six principles presented in this book. The Teaching As Leadership framework inspires teachers to: Set Big Goals; Invest Students and Their Families; Plan Purposefully; Execute Effectively; Continuously Increase Effectiveness; Work Relentlessly. The results are better educational outcomes for our nation's children, particularly those who live in low-income communities.

Six Principles for Effective Teaching Practice to Close the Gap

• 1.) Set Big Goals

• 2.) Invest Students and Their Families

• 3.) Plan Purposefully

• 4.) Execute Effectively

• 5.) Continuously Increase Effectiveness

• 6.) Work Relentlessly

Educator Check-In on Ability• Wrap-Up Activity

• Take a moment to reflect on how you are doing in terms of mixed abilities within your classroom. This worksheet will allow you to identify things that you are doing well as well as priorities that you may want to explore further.

• Discussion: How are these ability items related to the culture items from the previous worksheet.

Summary

The gaps in learning, achievement, and opportunities are still meaningfully large among various racial, gender, ethnic and socioeconomic groups. However there are many strategies and interventions available that teacher’s can use to better understand and meet the needs of all students as highlighted in this presentation.

The Achievement Gap Can Be Closed!

References• Griner, A., & Stewart, M.L. “Addressing the Achievement Gap and Disproportionality

Through the Use of Culturally Responsive Teaching Plans.” Journal of Urban Education, Vol. 48, Issue 4, 585-621

• Four Effects on the High-Stakes

• Closing the Achievement Gap: Lessons from successful schools (http://www2.ed.gov/about/offices/list/ovae/pi/hs/factsh/ctag_rpt.pdf)

• Closing the Achievement Gap (http://www.ascd.org/publications/educational-leadership/mar01/vol58/num06/Closing-the-Achievement-Gap.aspx)

• Literacy Facts and Stats http://www.rif.org/us/about/literacy-facts-and-stats.htm

ReferencesThe fundamental Importance of Literacy

http://teachingasleadership.org/sites/default/files/Related-Readings/EL_Intro_2011.pdf

Literacy Statistics http://www.bookspring.org/literacy-statistics/

Understanding Gaps http://nces.ed.gov/nationsreportcard/studies/gaps/understand_gaps.aspx