"The 'achievement gap' in education refers to the disparity in academic performance between groups of students. It is most often used to describe the troubling performance gaps between many African-American and Hispanic students, at the lower end of the performance scale, and their non-Hispanic white peers, and the similar academic disparity between students from low-income and well-off families. The achievement gap shows up in grades, standardized-test scores, course selection, dropout rates, and college-completion rates. It has become a focal point of education reform efforts." --Education Week

Closing the Gap


After reading and researching the topic of the racial achievement gap, here is what I learned about the issue:
  •  There exists, without a doubt, a significant gap in the levels of achievement between black and Hispanic students and their white and Asian classmates.
  • The gap cannot be denied, dismissed, explained away, or minimized. It cannot be said that the gap is really about poverty, because middle class black and Hispanic students achieve at lower levels than their white and Asian middle-class classmates.  Poverty is a part of the problem, but that affects black and Hispanic students because a disproportionately high number of students living in poverty are black and Hispanic.
  • Much has been done to raise awareness about the achievement gap. Many efforts have been made to close it, most of their futile.
  • The achievement gap can be closed, and it must be; our black and Hispanic students deserve better, and academic failure for them will result in catastrophic consequences for the individuals, our communities, and our country.
My recommendations for ameliorating this issue will require every school district to develop a comprehensive, strategic plan that should include:
·      Rigorous, content-standards-based education, supported by resources at least equal to those in successful suburban schools, including technology
·      Universal, well-planned and high quality preschool education for all three- and four year old
·      Programs to address student and school needs attributable to high-poverty, including intensive early literacy, small class size, after-school and summer programming and social and health services
·      New and rehabilitated facilities to adequately house all programs, relieve overcrowding, and eliminate health and safety violations
·      Highly-qualified, experienced teachers (5+ years is ideal) with reliable attendance. The definition of highly-qualified should include the ability to successfully teach ALL students
·      Teacher preparation programs that realistically prepare teachers for work in diverse, challenging environments. Teachers should gain experience in multicultural inclusion in all subject areas
·      Extra academic, social, and emotional support for struggling students
·      Thoughtful planning of all academic programs, interventions, and afterschool initiatives with the best interests of black and Hispanic students in mind
·      Mentoring, internship, and career experiences for students of color
·      A commitment to developing safe schools without disruption, where equitable discipline practices are applied

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