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.
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 ...
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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.
Harry Brighouse, Helen F. Ladd, Susanna Loeb, and Adam Swift
- Published in print:
- 2017
- Published Online:
- May 2018
- ISBN:
- 9780226514031
- eISBN:
- 9780226514208
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226514208.003.0004
- Subject:
- Education, Educational Policy and Politics
This chapter explains the idea of an achievement gap, and surveys the data available on how achievement is, in fact, distributed across various demographic groups. It also explores the place of the ...
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This chapter explains the idea of an achievement gap, and surveys the data available on how achievement is, in fact, distributed across various demographic groups. It also explores the place of the concept of achievement -- understood narrowly as performance on certain kinds of tests -- in the broader concept of educational goods.Less
This chapter explains the idea of an achievement gap, and surveys the data available on how achievement is, in fact, distributed across various demographic groups. It also explores the place of the concept of achievement -- understood narrowly as performance on certain kinds of tests -- in the broader concept of educational goods.
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/9780190217648.003.0004
- 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 ...
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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.
Derrick Darby and John L. Rury
- Published in print:
- 2018
- Published Online:
- September 2018
- ISBN:
- 9780226525211
- eISBN:
- 9780226525495
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226525495.003.0001
- Subject:
- Education, History of Education
The introduction sets up the main issues of the book, which argues that the "Color of Mind" has served to rationalize racially exclusionary school practices and unequal educational opportunities, and ...
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The introduction sets up the main issues of the book, which argues that the "Color of Mind" has served to rationalize racially exclusionary school practices and unequal educational opportunities, and the effects of these, in turn, have worked to sustain this racial ideology, making the Color of Mind and educational inequality mutually reinforcing. The authors further argue that the Color of Mind is the rotten foundation of black-white educational achievement gaps and educational opportunity gaps in the United States.Less
The introduction sets up the main issues of the book, which argues that the "Color of Mind" has served to rationalize racially exclusionary school practices and unequal educational opportunities, and the effects of these, in turn, have worked to sustain this racial ideology, making the Color of Mind and educational inequality mutually reinforcing. The authors further argue that the Color of Mind is the rotten foundation of black-white educational achievement gaps and educational opportunity gaps in the United States.
Derrick Darby and John L. Rury
- Published in print:
- 2018
- Published Online:
- September 2018
- ISBN:
- 9780226525211
- eISBN:
- 9780226525495
- Item type:
- book
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226525495.001.0001
- Subject:
- Education, History of Education
Why do white students have better test scores than black students in American schools? In this engaging book, Derrick Darby and John L. Rury answer this vexing question with novel historical ...
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Why do white students have better test scores than black students in American schools? In this engaging book, Derrick Darby and John L. Rury answer this vexing question with novel historical evidence, and show that we must understand its origins to make further progress in closing the racial achievement gap. Telling the story of what they call the Color of Mind, the pernicious idea that there are racial differences in intelligence, character, and behavior, they show how philosophers such as Immanuel Kant and David Hume helped construct it, how it shaped American schooling, and how voices of dissent such as Frederick Douglass and Anna Julia Cooper debunked the Color of Mind, and worked to undo its adverse impact on black educational achievement and attainment. Rejecting the view that white and black student differences in achievement are a product of the Color of Mind, Darby and Rury argue that the racial achievement gap has been socially constructed. Because the Color of Mind is reinforced in tracking, discipline, and special education practices, school leaders must work to correct this. While we cannot expect them to solve social problems of poverty, inequality, and segregation, which also affect student achievement, a just society demands that they address the systemic school practices that reinforce contemporary manifestations of racist ideas. This is the only way to expel the Color of Mind from schools, and afford all kids the dignity they deserve.Less
Why do white students have better test scores than black students in American schools? In this engaging book, Derrick Darby and John L. Rury answer this vexing question with novel historical evidence, and show that we must understand its origins to make further progress in closing the racial achievement gap. Telling the story of what they call the Color of Mind, the pernicious idea that there are racial differences in intelligence, character, and behavior, they show how philosophers such as Immanuel Kant and David Hume helped construct it, how it shaped American schooling, and how voices of dissent such as Frederick Douglass and Anna Julia Cooper debunked the Color of Mind, and worked to undo its adverse impact on black educational achievement and attainment. Rejecting the view that white and black student differences in achievement are a product of the Color of Mind, Darby and Rury argue that the racial achievement gap has been socially constructed. Because the Color of Mind is reinforced in tracking, discipline, and special education practices, school leaders must work to correct this. While we cannot expect them to solve social problems of poverty, inequality, and segregation, which also affect student achievement, a just society demands that they address the systemic school practices that reinforce contemporary manifestations of racist ideas. This is the only way to expel the Color of Mind from schools, and afford all kids the dignity they deserve.
