Search results for: Achievement gap
Page 1/1 7 items
“Advanced Classes? They’re Only for White Kids”: How One Kansas School Is Changing the Face of Honors and Advanced Placement Courses
This study focused on students enrolled in the advanced history classes. It aimed to obtain an accurate picture of minority student enrollment in advanced placement classes at Wichita High School East. The author was interested in developing a plan of action to close the achievement gap between White and non-White students. She determined that the initial action needed was to disseminate the data to teachers and administrators to increase their awareness of the high school’s current status. The results reveal that enrollment in advanced history classes by ninth graders increased. The positive results of this study were the enhanced teacher awareness, and the increased overall student enrollment in the advanced history classes.
Updated: Apr. 29, 2015
Teacher Professional Development for At-Risk Preschoolers: Closing the Achievement Gap by Closing the Instruction Gap
The current paper describes the Griffith-Kimmel professional development model that has evolved from work with grants based on Early Reading First. The results show that children in the ERF intervention classrooms scored significantly higher on each of the three measures than did the children in the comparison classrooms—alphabet knowledge, print concepts, and phonological awareness rhyming.
Updated: Jul. 26, 2011
This meta-analysis examines the effects of vocabulary interventions on pre-K and kindergarten children’s oral language development. Results indicated that children’s oral language development benefited strongly from these interventions. However, the authors argue that vocabulary interventions are not sufficiently powerful to close the gap—even in the preschool and kindergarten years.
Updated: Feb. 21, 2011
Teacher Effects and the Achievement Gap: Do Teacher and Teaching Quality Influence the Achievement Gap Between Black and White and High- and Low-SES Students in the Early Grades?
In this study, the authors explore the extent to which specific aspects of teacher quality and teaching quality influence mathematics achievement growth and the achievement gap between White and Black students and low- and high-SES students in kindergarten and first grade. The authors found that lower achieving students are initially assigned to teachers who emphasize basic instruction. Furthermore, the authors found that higher achieving students are assigned teachers who emphasize more advanced instruction.
Updated: Nov. 28, 2010
International Evidence on Ability Grouping With Curriculum Differentiation and the Achievement Gap in Secondary Schools
This article reviews international research on the connection between various forms of ability grouping with curriculum differentiation and the achievement gap. The article concludes that such practices are likely to increase the gap between initially high- and low-achieving students. Furthermore, there is a stronger link between students’ social backgrounds and their achievement in educational systems with more curriculum differentiation and in those with earlier placement in differentiated educational programs as compared with others.
Updated: Jun. 01, 2010
The authors analyze nationally representative data from 1972, 1982, 1992, and 2004, examining the mathematics achievement of four high school senior cohorts, and several school and family background characteristics. The authors examine how changes in these measures relate to the black-white and Latino-white test score gaps and to changes in school minority composition. Understanding how our society can address these countervailing forces—the improving socioeconomic conditions for black and Latino families on the one hand, and the increasing racial isolation of these students in schools on the other—necessitates innovative ideas and experimentation.
Updated: May. 30, 2010
This longitudinal study of middle school science teachers examined the relationship between effective science instruction, as defined by the National Science Education Standards, and student achievement in science. 11 teachers participated in a three year study of teacher effectiveness, determined by the LSC Classroom Observation Protocol, and student achievement, which was assessed using the Discovery Inquiry Test in Science. This study provides justification for teaching science effectively to narrow achievement gaps in science.
Updated: Jul. 09, 2009