In short, the survey shows that American teachers today work harder under much more challenging conditions than teachers elsewhere in the industrialized world. However, as a result of schools placing emphasis on socioeconomic status and cultural capital, minority students are vastly over-represented in lower educational tracks.
Many argue that standardized IQ tests and other testing procedures are culturally biased toward the knowledge and experiences of the European-American middle class. Partly because of the lack of time to observe and work with one another, U. Some teachers feel that technology is not the solution and see it as a risk.
Yet in too many schools, some students are taught a high-level curriculum, whereas other students continue to be taught a low-level curriculum that is aligned with jobs that no longer exist. Redesign schools to create time for collaboration: Stunned, second, by the low level of the few assignments that they do get.
Debate on the origins of the racial achievement gap[ edit ] Researchers have not reached consensus about the causes of the academic achievement gap ; instead, there exists a wide range of studies that cite an array of factors, both cultural and structural, that influence student performance in school.
Technology has been incorporated into the Standards. Good teachers can actually close or eliminate the gaps in achievement on the standardized tests that separate white and minority students. Despite strong standards and beliefs in education, Hispanic children consistently perform poorly, reflected by a low average of math and reading scores, as compared to other groups except African American.
These patterns are disturbing because the quality and intensity of high school coursework are the most important determinants of success in college—more important than class rank or scores on college admissions tests Adelman, They Closing achievment gap about counselors who consistently underestimate their potential and place them in lower-level courses.
Other schools have started de-tracking their students in order to provide the same quality education for all students, regardless of race. Create meaningful teacher evaluations that foster improvement: Let me be clear. We cannot make major headway in raising student performance and closing the achievement gap until we make progress in closing the teaching gap.
Stunned, first, by how little is expected of students in high-poverty schools—how few assignments they get in a given school week or month. Assessments aligned with those standards.
Teachers repeatedly confirm that opportunities to work with their colleagues often determine where they are willing to work. Though it has been conducted sincewas the first time the United States participated in TALIS, which surveyed more thanlower secondary school teachers and school leaders in 34 jurisdictions.
A more meaningful system would use classroom data and feedback from peers and principals in ways that are much more focused on how to teach specific content to particular students. High-performing high-poverty and high-minority schools[ edit ] Exceptions to the achievement gap exist.
Despite high educational expectations, Hispanics are among the least educated group in the United States: By the time their students reached high school, these districts swapped places in student achievement. In one study, Direct Instruction was found to be the single most effective pedagogical method for raising the skill levels of inner-city students Project Follow Through.
Some have noted that schools with the highest proportion of poor and minority students generally face the greatest challenges to meeting these goals, and are therefore punished unfairly by the law.
The United States is the only country in which students are tested annually with external, multiple-choice standardized tests, with scores reduced to a value-added metric assigned to teachers.
And they work more hours in total each week than their global counterparts 45 versus the TALIS average of 38with much less time in their schedules for planning, collaboration, and professional development. They also receive less useful feedback, less helpful professional development, and have less time to collaborate to improve their work.
Students need to have Internet access outside of school on a regular basis to successfully complete challenging courswork. This reform effort has been both top-down, in the form of higher state standards for teacher education and preparation,  as well as bottom-up, through programs like Teach for America and AmeriCorps that aim to address educational inequity by recruiting and training teachers specifically to work in high-needs schools.
Therefore, technology is not always being used to its fullest potential by teachers and students do not gain the advantages technology offers. More to the point, though, the teachers of these courses are math and science professors who themselves participated in the standard-setting process and who know, at a much deeper level, what kinds of mathematical understanding the teachers need.
In mathematics, students who complete the full college preparatory sequence perform much higher on the National Assessment of Educational Progress NAEP than those who complete only one or two courses.
But their progress is clear and compelling. According to Steele, minority test takers experience anxiety, believing that if they do poorly on their test they will confirm the stereotypes about inferior intellectual performance of their minority group.
Though many people were worried that failure rates would be astronomical, in one year the number of Latinos in New York City who passed the Regents science exam tripled, and the number of African Americans who passed doubled. The differences are qualitative as well as quantitative, with differences in "unique" words, complexity, and "conversational turns.
That means supporting children equitably outside as well as inside the classroom, creating a profession that is rewarding and well-supported, and designing schools that offer the conditions for both the student and teacher learning that will move American education forward.
In Washington, DC in the late 19th century, a predominantly low income Black school performed higher than three White schools in yearly testing. And San Diego created more time, mostly within the regular school day, by doubling—even tripling—the amount of instructional time devoted to literacy and mathematics for low-performing students and by training all of its teachers.The respondents to a recent Edutopia Poll on closing the achievement gap appropriately recognized there is no single silver bullet that will result in eliminating the pernicious gaps in achievement that rob students of access to full participation in American society.
Many of the educators, parents, and community members endorsed the survey probes and. Strategies for Closing the Achievement Gaps Steps You Can Take in Your School or District After you examine the data for your school or district, you can begin to identify the best strategies for you to use for closing the gaps.
The laserlike focus on math and reading ignores other things that are vital to closing it. We are trying to close the achievement gap all wrong. The achievement gap in the United States is the observed, persistent disparity in measures of educational performance among subgroups of U.S.
students, In addition to the moral and social justice arguments for closing the achievement gap, there are strong economic arguments for doing so. Many Schools Find Ways to Close the Achievement Gap. How Some Schools Close the Achievement Gap.
and a third teacher's closing activity.
To Close the Achievement Gap, We Need to Close the Teaching Gap and closing the achievement gap until we make progress in closing the teaching gap. That means supporting children equitably.Download