The term achievement gap indicates any significant discrepancy in academic performance or educational achievement between various groups of students white students and minorities. For instance, higher/lower income students, boys/girls and public/private schools. These achievement gaps can be measures by, test scores, GPA (Great Average Point), graduation and enrollment rate. This research will elaborate the meaning of achievement gap between genders. Males/females, boys/girls output will be measured
Masculinity norms have identified achievement as something which can be attained by independent working and through competition, this results in boys being less likely to seek help, ask for support, or to collaborate with others, things that are crucial for effective learning. Moreover, academic success has been increasingly labelled as something feminine, and being ‘clever’ as an absence of a boy’s masculinity. Boys who do their best at school and attain higher grades accordingly, are perceived
across the world. It has been proved many times that how much impact it has in academic success and achievement of each student body. I believe class size reduction leads to academic success and a high performance of each student due to many reasons. As Dennis Van Roekel, president of the National education Association (NEA) said: ”The proven long-term benefits of reducing class sizes—achievement gains and higher graduation rates—should help determine our priorities. The long-term consequences of
waste of time to participate in any activities that do not help them grow and succeed. Unfortunately this mindset along with high stake standardized testing contributes to the achievement gap which refers to the gap in the “academic performance” of minority students when compared to their white and asian peers (Ansell). The gap can be found in many different means of identification of a students performance such as their “grades test scores, drop out rate and college completion rate” (Ansell) . Standardized
American Indian students struggle with academic achievement because of poverty and racism. These two identifiers are just a few of the struggles that these children have to overcome. Early achievement gaps cause many American Indian students to disengage in their academics, underperform in the classroom and eventually drop out of school (Gentry & Fugate, 2012; National Center for Education Statistics, 2012). Teachers need to understand these achievement gaps and get on board with helping these students
and researchers are trying hard via optimistic tone of the national policies to control India’s rapidly increasing population. Though history of family planning holds the evidences of the approach behind it being controversial, but significant achievements have been noticed in the recent decades in this regard. The family planning programme initiated with a very cautious approach in India, during
there have been a number of educational gaps indicated and the indicators mostly points out that boys are the most disadvantaged and affected of the said gaps. The report said that gender pattern in the country is different compared to other states in which girls are the more disadvantaged ones. In the country, boys are at a disadvantage as they leave school early even before they complete their basic education and their literacy and academic achievement rates are lower compared to others. In my
3. Factors Affecting Academic Achievement In the following, some of the factors that contribute to the low academic performance of Latino students will be presented. However, it is important to keep in mind that the Latino achievement gap is a complex problem that has been caused by a multitude of different factors. It cannot entirely be attributed to the causes provided in the text, which should rather give an overview over the conditions that have been found to be the most important contributors
stipulated in the DepEd Order No. 39, s. 2012, interventions have to be made in order to address learning gaps. The use of Strategic Intervention Material, or SIM as it is commonly called, is identified as one of the suggested various intervention form that can bridge learning gaps. SIM is a remediation aid for the students at the level of their understanding and thereby increasing their academic achievement. SIM was defined by (Bunagan, (2012) as meant to re-teach the concepts and least mastered skills
is dependent upon their ability to build a shared vision, implement policies and procedures to facilitate group goals, lead stakeholders to determine what good teaching looks like and develop systems to maintain high expectations while identifying gaps in performance,