Jaekyung Lee
- Published in print:
- 2016
- Published Online:
- December 2015
- ISBN:
- 9780190217648
- eISBN:
- 9780190457921
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780190217648.003.0005
- Subject:
- Psychology, Social Psychology
This chapter addresses the questions of racial achievement gap trends in terms of equity. How have achievement gaps among racial and ethnic groups changed over the past four decades? What changes in ...
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This chapter addresses the questions of racial achievement gap trends in terms of equity. How have achievement gaps among racial and ethnic groups changed over the past four decades? What changes in family and school factors are related to achievement gap trends? The comparison of long-term achievement trends by race/ethnicity suggests that black–white and Hispanic–white achievement gaps have narrowed, but progress has slowed or reversed since the late 1980s. In contrast, the Asian–white gaps are relatively smaller and tend to widen in favor of Asian-American students. Although gap reductions in school and teacher resources, as well as in student course-taking, have contributed to narrowing the achievement gaps for black and Hispanic students, there remain substantial gaps in terms of advanced course-taking, teacher quality, and teacher expectations or standards for student performance. The negative trends of racial resegregation and minority students’ disengagement from schooling are also noted.Less
This chapter addresses the questions of racial achievement gap trends in terms of equity. How have achievement gaps among racial and ethnic groups changed over the past four decades? What changes in family and school factors are related to achievement gap trends? The comparison of long-term achievement trends by race/ethnicity suggests that black–white and Hispanic–white achievement gaps have narrowed, but progress has slowed or reversed since the late 1980s. In contrast, the Asian–white gaps are relatively smaller and tend to widen in favor of Asian-American students. Although gap reductions in school and teacher resources, as well as in student course-taking, have contributed to narrowing the achievement gaps for black and Hispanic students, there remain substantial gaps in terms of advanced course-taking, teacher quality, and teacher expectations or standards for student performance. The negative trends of racial resegregation and minority students’ disengagement from schooling are also noted.
Jaekyung Lee
- Published in print:
- 2016
- Published Online:
- December 2015
- ISBN:
- 9780190217648
- eISBN:
- 9780190457921
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780190217648.001.0001
- Subject:
- Psychology, Social Psychology
Revealing that more than half of American students’ academic growth potential has been lost over the past several decades, this book reframes the war on achievement gaps as the ubiquitous challenge ...
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Revealing that more than half of American students’ academic growth potential has been lost over the past several decades, this book reframes the war on achievement gaps as the ubiquitous challenge of discovering and realizing untapped potential for all students. The book extends the scope of analysis from the K-12 to the B-P-16 (from birth through college) education pipeline and from domestic racial/social group comparisons to international comparisons with a focus on South Korea. Through integrated analyses of national and international datasets, the book provides new evidence on the status and alterability of achievement gaps, the causes of these gaps, and the effects of educational policies on the gaps. Although underachievement prevails due to inadequate and inequitable learning environments in both homes and schools, the American education system has strengths and can still win the war on achievement gaps. The book presents a new vision and strategies for education reform to defeat statistical projections of the trend.Less
Revealing that more than half of American students’ academic growth potential has been lost over the past several decades, this book reframes the war on achievement gaps as the ubiquitous challenge of discovering and realizing untapped potential for all students. The book extends the scope of analysis from the K-12 to the B-P-16 (from birth through college) education pipeline and from domestic racial/social group comparisons to international comparisons with a focus on South Korea. Through integrated analyses of national and international datasets, the book provides new evidence on the status and alterability of achievement gaps, the causes of these gaps, and the effects of educational policies on the gaps. Although underachievement prevails due to inadequate and inequitable learning environments in both homes and schools, the American education system has strengths and can still win the war on achievement gaps. The book presents a new vision and strategies for education reform to defeat statistical projections of the trend.
Marie Duru-Bellat
- Published in print:
- 2012
- Published Online:
- May 2012
- ISBN:
- 9780199755011
- eISBN:
- 9780199918867
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199755011.003.0005
- Subject:
- Psychology, Developmental Psychology
This chapter focuses on educational equity in the world’s most affluent countries, where access to primary schooling is now universal and what is at stake is developing equitable secondary and ...
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This chapter focuses on educational equity in the world’s most affluent countries, where access to primary schooling is now universal and what is at stake is developing equitable secondary and tertiary schooling. In these countries, secondary school students from poorer backgrounds are less likely to achieve at the level necessary to advance to higher levels of education and more likely to drop out of school than their more affluent peers. Drawing on evidence from the Programme for International Student Assessment (PISA), this chapter explores interventions at the individual, school and neighbourhood level that can keep youth from socioeconomically disadvantaged backgrounds engaged in school, raise their achievement, and prepare them for higher education. It finds that there is not necessarily a trade-off between efficiency and equity: countries with high mean levels of performance are typically the ones in which the disparities between pupils are the smallest.Less
This chapter focuses on educational equity in the world’s most affluent countries, where access to primary schooling is now universal and what is at stake is developing equitable secondary and tertiary schooling. In these countries, secondary school students from poorer backgrounds are less likely to achieve at the level necessary to advance to higher levels of education and more likely to drop out of school than their more affluent peers. Drawing on evidence from the Programme for International Student Assessment (PISA), this chapter explores interventions at the individual, school and neighbourhood level that can keep youth from socioeconomically disadvantaged backgrounds engaged in school, raise their achievement, and prepare them for higher education. It finds that there is not necessarily a trade-off between efficiency and equity: countries with high mean levels of performance are typically the ones in which the disparities between pupils are the smallest.
Jaekyung Lee
- Published in print:
- 2016
- Published Online:
- December 2015
- ISBN:
- 9780190217648
- eISBN:
- 9780190457921
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780190217648.003.0008
- Subject:
- Psychology, Social Psychology
This chapter addresses the question of international achievement gaps in terms of globality. How well do US students fare against peers in other developed countries? What key family and school ...
More
This chapter addresses the question of international achievement gaps in terms of globality. How well do US students fare against peers in other developed countries? What key family and school factors account for international achievement gaps? A comparison of the math achievement trajectory between the United States and other nations shows that American students learn less than East Asian counterparts during middle school years and that the gap is attributable to between-country differences in the learning environment (e.g., curriculum standards, teacher quality, student engagement). A comparison of social achievement gaps in the United States and Korea shows that the two countries have similarly large achievement gaps between high- and low-socioeconomic (SES) students but different inequality mechanisms. In Korea, family SES tends to affect students’ achievement gaps primarily through differential private tutoring opportunities, whereas American family SES tends to affect students’ achievement gap primarily through differential schooling opportunities and teacher quality.Less
This chapter addresses the question of international achievement gaps in terms of globality. How well do US students fare against peers in other developed countries? What key family and school factors account for international achievement gaps? A comparison of the math achievement trajectory between the United States and other nations shows that American students learn less than East Asian counterparts during middle school years and that the gap is attributable to between-country differences in the learning environment (e.g., curriculum standards, teacher quality, student engagement). A comparison of social achievement gaps in the United States and Korea shows that the two countries have similarly large achievement gaps between high- and low-socioeconomic (SES) students but different inequality mechanisms. In Korea, family SES tends to affect students’ achievement gaps primarily through differential private tutoring opportunities, whereas American family SES tends to affect students’ achievement gap primarily through differential schooling opportunities and teacher quality.
Jaekyung Lee
- Published in print:
- 2016
- Published Online:
- December 2015
- ISBN:
- 9780190217648
- eISBN:
- 9780190457921
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780190217648.003.0004
- Subject:
- Psychology, Social Psychology
This chapter addresses the questions of a racial gap in the academic achievement trajectory in terms of equity. How do academic growth patterns vary among racial and ethnic groups within the United ...
More
This chapter addresses the questions of a racial gap in the academic achievement trajectory in terms of equity. How do academic growth patterns vary among racial and ethnic groups within the United States? What key family and school factors account for racial achievement gaps over the course of P-12 education? The analysis of longitudinal student assessment data shows that black and Hispanic students lag behind white students, who in turn trail Asian-American students. Overall, school factors do not contribute as much to racial achievement gaps as family factors. However, switching the reference group from whites to Asian-American students not only enlarges the size of relative achievement gaps for blacks and Hispanics, but also weakens the relative importance of family SES as an explanatory factor of underachievement; racial gaps in academic engagement and school opportunities become more salient. The issues of racial gaps in educational adequacy and reciprocity are also examined.Less
This chapter addresses the questions of a racial gap in the academic achievement trajectory in terms of equity. How do academic growth patterns vary among racial and ethnic groups within the United States? What key family and school factors account for racial achievement gaps over the course of P-12 education? The analysis of longitudinal student assessment data shows that black and Hispanic students lag behind white students, who in turn trail Asian-American students. Overall, school factors do not contribute as much to racial achievement gaps as family factors. However, switching the reference group from whites to Asian-American students not only enlarges the size of relative achievement gaps for blacks and Hispanics, but also weakens the relative importance of family SES as an explanatory factor of underachievement; racial gaps in academic engagement and school opportunities become more salient. The issues of racial gaps in educational adequacy and reciprocity are also examined.
Jaekyung Lee
- Published in print:
- 2016
- Published Online:
- December 2015
- ISBN:
- 9780190217648
- eISBN:
- 9780190457921
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780190217648.003.0001
- Subject:
- Psychology, Social Psychology
The Introduction gives an overview of the major issues and topics addressed. In this book, the anatomy of underachievement problems is structured around the themes of excellence, equity, ...
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The Introduction gives an overview of the major issues and topics addressed. In this book, the anatomy of underachievement problems is structured around the themes of excellence, equity, accountability, and globality. Discussing socioeconomic changes and educational policy shifts, the book provides a new framework of research and policy on achievement gaps, one that supports the broader notion of accountability for simultaneous pursuit of both excellence and equity. In the Balanced Achievement Gap Management System (BAGMS) model, gaps define opportunities for growth and tap into unrealized potential. Although research in this book also focuses on academic achievement and educational attainment as key outcome variables, other important educational outcomes, such as the affective and behavioral domains of human development, are considered as correlates or predictors of academic achievement. The longitudinal and multilevel data used are described, and the utilities and limitations of this research are discussed.Less
The Introduction gives an overview of the major issues and topics addressed. In this book, the anatomy of underachievement problems is structured around the themes of excellence, equity, accountability, and globality. Discussing socioeconomic changes and educational policy shifts, the book provides a new framework of research and policy on achievement gaps, one that supports the broader notion of accountability for simultaneous pursuit of both excellence and equity. In the Balanced Achievement Gap Management System (BAGMS) model, gaps define opportunities for growth and tap into unrealized potential. Although research in this book also focuses on academic achievement and educational attainment as key outcome variables, other important educational outcomes, such as the affective and behavioral domains of human development, are considered as correlates or predictors of academic achievement. The longitudinal and multilevel data used are described, and the utilities and limitations of this research are discussed.
Kevin G. Welner and Prudence L. Carter
- Published in print:
- 2013
- Published Online:
- September 2013
- ISBN:
- 9780199982981
- eISBN:
- 9780199346219
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199982981.003.0001
- Subject:
- Sociology, Education
Kevin Welner and Prudence Carter explain why it is important to shift the nation’s focus back toward an “opportunity gap” framing of educational inequity. Thinking about inputs helps us to focus on ...
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Kevin Welner and Prudence Carter explain why it is important to shift the nation’s focus back toward an “opportunity gap” framing of educational inequity. Thinking about inputs helps us to focus on the deficiencies in the foundational components of societies, schools, and communities that produce significant differences in educational—and ultimately socioeconomic—outcomes. Thinking in terms of “achievement gaps” emphasizes the symptoms; thinking about unequal opportunity highlights the causes.Importantly, discussions of both achievement and opportunity gaps sensibly begin with the premise that we as a nation must act to redress the serious inequities that exist between and within schools, as well as among different people, groups, and communities across the country. Both discussions include an understanding that outcomes should be measured, analyzed, and addressed. Welner and Carter argue thattest-score and attainment differences will not disappear until policy is dedicated to changing the conditions that shape and impede achievement.Less
Kevin Welner and Prudence Carter explain why it is important to shift the nation’s focus back toward an “opportunity gap” framing of educational inequity. Thinking about inputs helps us to focus on the deficiencies in the foundational components of societies, schools, and communities that produce significant differences in educational—and ultimately socioeconomic—outcomes. Thinking in terms of “achievement gaps” emphasizes the symptoms; thinking about unequal opportunity highlights the causes.Importantly, discussions of both achievement and opportunity gaps sensibly begin with the premise that we as a nation must act to redress the serious inequities that exist between and within schools, as well as among different people, groups, and communities across the country. Both discussions include an understanding that outcomes should be measured, analyzed, and addressed. Welner and Carter argue thattest-score and attainment differences will not disappear until policy is dedicated to changing the conditions that shape and impede achievement.
Janet Grossbach Mayer
- Published in print:
- 2011
- Published Online:
- September 2011
- ISBN:
- 9780823234165
- eISBN:
- 9780823240814
- Item type:
- chapter
- Publisher:
- Fordham University Press
- DOI:
- 10.5422/fordham/9780823234165.003.0009
- Subject:
- History, Social History
This chapter briefly introduces the multiple intelligences theory, with an apology to Professor Howard Gardner for its brevity. Professor Gardner's theory of multiple intelligences was described in ...
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This chapter briefly introduces the multiple intelligences theory, with an apology to Professor Howard Gardner for its brevity. Professor Gardner's theory of multiple intelligences was described in his groundbreaking, provocative, life-affirming, life-altering books: Frames of Mind, and Multiple Intelligences: The Theory in Practice. Professor Gardner identified seven intelligences in his 1993 book and added an eighth intelligence in 1995. Many urban and rural students across the country are either failing the standardized tests or devoting most of their school day and time to passing these tests. In New York City, students are left back by the thousands, often two or more times, because they fail to meet the standards. This shows that not only are they failing to narrow the achievement gap, but in their obsession with these standardized tests, covering only linguistic skills and logical-mathematical skills, they are grossly overlooking, neglecting, and even abandoning most of the other intelligences.Less
This chapter briefly introduces the multiple intelligences theory, with an apology to Professor Howard Gardner for its brevity. Professor Gardner's theory of multiple intelligences was described in his groundbreaking, provocative, life-affirming, life-altering books: Frames of Mind, and Multiple Intelligences: The Theory in Practice. Professor Gardner identified seven intelligences in his 1993 book and added an eighth intelligence in 1995. Many urban and rural students across the country are either failing the standardized tests or devoting most of their school day and time to passing these tests. In New York City, students are left back by the thousands, often two or more times, because they fail to meet the standards. This shows that not only are they failing to narrow the achievement gap, but in their obsession with these standardized tests, covering only linguistic skills and logical-mathematical skills, they are grossly overlooking, neglecting, and even abandoning most of the other intelligences.
Jaekyung Lee
- Published in print:
- 2016
- Published Online:
- December 2015
- ISBN:
- 9780190217648
- eISBN:
- 9780190457921
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780190217648.003.0009
- Subject:
- Psychology, Social Psychology
This chapter addresses the question of international education reform in terms of globality. Did American school reform policies benchmark Asian counterparts to narrow the international education ...
More
This chapter addresses the question of international education reform in terms of globality. Did American school reform policies benchmark Asian counterparts to narrow the international education deficit and achievement gap over the past decades? What lessons can the American education system learn from high-performing Asian nations? The international comparison reveals both positive and negative aspects of the American school system in comparison with Asian counterparts including South Korea. While the United States instituted more centralized curriculum and high-stakes testing to improve academic achievement and accountability, Korea decentralized and loosened national curriculum and testing to improve student attitudes and creativity. Despite educational benchmarking efforts between the two countries, policy impacts on student outcomes were tenuous, and their gaps in student outcomes persist. It is argued that American education needs to achieve better balance: building on its strengths in creativity and pedagogy while addressing deficiencies in curriculum standards and teacher quality.Less
This chapter addresses the question of international education reform in terms of globality. Did American school reform policies benchmark Asian counterparts to narrow the international education deficit and achievement gap over the past decades? What lessons can the American education system learn from high-performing Asian nations? The international comparison reveals both positive and negative aspects of the American school system in comparison with Asian counterparts including South Korea. While the United States instituted more centralized curriculum and high-stakes testing to improve academic achievement and accountability, Korea decentralized and loosened national curriculum and testing to improve student attitudes and creativity. Despite educational benchmarking efforts between the two countries, policy impacts on student outcomes were tenuous, and their gaps in student outcomes persist. It is argued that American education needs to achieve better balance: building on its strengths in creativity and pedagogy while addressing deficiencies in curriculum standards and teacher quality.
Jaekyung Lee
- Published in print:
- 2016
- Published Online:
- December 2015
- ISBN:
- 9780190217648
- eISBN:
- 9780190457921
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780190217648.003.0010
- Subject:
- Psychology, Social Psychology
The war on achievement gaps is complex and multidimensional, and America is losing this war on both excellence and equity fronts. Less than half of the nation’s academic growth potential has been ...
More
The war on achievement gaps is complex and multidimensional, and America is losing this war on both excellence and equity fronts. Less than half of the nation’s academic growth potential has been realized, with American students’ underachievement largely a consequence of inadequate and inequitable learning opportunities in the public education system. American education must learn from high-performing countries that better achieve excellence and equity through high-quality teachers, equitable school funding, universal preschool, accessible college, and strong community and social equity. However, American schools must avoid the perils of the Asian education model: overstandardized education and high-stakes testing that raise the risk of narrowing educational goals and undermining creativity. The chapter recommends a new vision and new strategies for American public education reform, including a B-P-16 education pledge that guarantees a high school diploma with college and career readiness for all students, followed by options for postsecondary education for qualified students.Less
The war on achievement gaps is complex and multidimensional, and America is losing this war on both excellence and equity fronts. Less than half of the nation’s academic growth potential has been realized, with American students’ underachievement largely a consequence of inadequate and inequitable learning opportunities in the public education system. American education must learn from high-performing countries that better achieve excellence and equity through high-quality teachers, equitable school funding, universal preschool, accessible college, and strong community and social equity. However, American schools must avoid the perils of the Asian education model: overstandardized education and high-stakes testing that raise the risk of narrowing educational goals and undermining creativity. The chapter recommends a new vision and new strategies for American public education reform, including a B-P-16 education pledge that guarantees a high school diploma with college and career readiness for all students, followed by options for postsecondary education for qualified students.
