In the article “The Facts about the Achievement Gap" published in 2013, Diane Ravitch claims the achievement gaps are not as bad as data revealed by the education reformers. Education reform has been always the biggest issue in the 21st century. Educators have tried to pull the achievement gaps between the white students and African American, Hispanic and Asian students. The actual statistics have shown the achievement gaps remained the same, but all students have improved their National Assessment
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
system. Two sides have formed with different ideas on how to address the achievement gap. Patrick McGuinn introduces us to the two ideologies in The Federal Role in Educational Equity. McGuinn (2013) explains that: For some, poverty is the decisive issue and it is misguided and unreasonable to expect schools to generate substantial improvement in educational outcome without the broader efforts to address socioeconomic gaps. Others, however, believe that schools can have a major impact on their own
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
underprivileged children. The development of the Head Start program in the 1960s had an effect on the change in kindergarten enrollments during that period. Head Start is a public preschool program for disadvantaged children. It was designed to close the gaps between the more disadvantaged children and their more advantaged peers. All three and four-year-old children living in poor families are eligible to enroll in the program. Today, Head Start serves more than 800,000 children at a cost of around 5
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
This first has been well known throughout education and is based on gaps in achievement between the middle class and those from poverty. The second gap exists from what schools are currently teaching and what all students will need to succeed in a global economy (p. 8) Wagner also defines a core set of survival skills that are neither taught nor tested in our
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