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 ...
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.
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.
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/9780226525495.003.0002
- Subject:
- Education, History of Education
This chapter documents racial achievement gap trends, and reviews the important yet limited contributions that social scientists have made to our understanding of the racial achievement gap.
This chapter documents racial achievement gap trends, and reviews the important yet limited contributions that social scientists have made to our understanding of the racial achievement gap.
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 ...
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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 ...
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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.
Gilda L. Ochoa
- Published in print:
- 2013
- Published Online:
- August 2015
- ISBN:
- 9780816687398
- eISBN:
- 9781452948898
- Item type:
- book
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816687398.001.0001
- Subject:
- Sociology, Race and Ethnicity
Academic Profiling focuses on the schooling experiences and relationships between the two fastest growing groups in the United States—Asian Americans and Latinas/os. At a time when politicians and ...
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Academic Profiling focuses on the schooling experiences and relationships between the two fastest growing groups in the United States—Asian Americans and Latinas/os. At a time when politicians and pundits debate the sources of an achievement gap, Academic Profiling turns our attention to students, teachers, and parents to learn about the opportunity and social gaps within schools. In candid and at times heart-wrenching detail, students in a California public high school share stories of support and neglect on their paths to graduation. Separated by unequal middle schools and curriculum tracking, students are divided by race/ethnicity, class, and gender. While those in an International Baccalaureate Program boast about socratic classes and stress release-sessions, students outside of such programs bemoan unengaged teaching and inaccessible counselors. Labeled “the elite,” “regular,” “smart,” or “stupid,” students encounter differential policing and assumptions based on their abilities. These disparities are compounded by the growth in the private tutoring industry where wealthier families can afford to spend thousands of dollars to enhance their children’s opportunities, furthering an accumulation of privileges. However, in spite of the entrenchment of inequality in today’s schools, Academic Profiling uncovers multiple forms of resilience and the ways that students and teachers are affirming identities, creating alternative spaces, and fostering critical consciousness. As the story of this California high school unfolds, we also learn about the possibilities and limits of change when Gilda L. Ochoa shares the research findings with the high school.Less
Academic Profiling focuses on the schooling experiences and relationships between the two fastest growing groups in the United States—Asian Americans and Latinas/os. At a time when politicians and pundits debate the sources of an achievement gap, Academic Profiling turns our attention to students, teachers, and parents to learn about the opportunity and social gaps within schools. In candid and at times heart-wrenching detail, students in a California public high school share stories of support and neglect on their paths to graduation. Separated by unequal middle schools and curriculum tracking, students are divided by race/ethnicity, class, and gender. While those in an International Baccalaureate Program boast about socratic classes and stress release-sessions, students outside of such programs bemoan unengaged teaching and inaccessible counselors. Labeled “the elite,” “regular,” “smart,” or “stupid,” students encounter differential policing and assumptions based on their abilities. These disparities are compounded by the growth in the private tutoring industry where wealthier families can afford to spend thousands of dollars to enhance their children’s opportunities, furthering an accumulation of privileges. However, in spite of the entrenchment of inequality in today’s schools, Academic Profiling uncovers multiple forms of resilience and the ways that students and teachers are affirming identities, creating alternative spaces, and fostering critical consciousness. As the story of this California high school unfolds, we also learn about the possibilities and limits of change when Gilda L. Ochoa shares the research findings with the high school.
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/9780190217648.003.0007
- Subject:
- Psychology, Social Psychology
This chapter addresses the question of high-stakes testing policy and accountability. How effective are performance-driven educational policies under the No Child Left Behind (NCLB) Act? What ...
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This chapter addresses the question of high-stakes testing policy and accountability. How effective are performance-driven educational policies under the No Child Left Behind (NCLB) Act? What interventions are most cost-effective for disadvantaged minority students? The average effect size of high-stakes testing interventions is modest, and there is no consistent evidence on narrowing achievement gaps among racial and social groups. The discrepancy of student progress between National Assessment of Educational Progress (NAEP) and state assessment measures is noted. School choice policies, including vouchers and charter schools, have had limited effects on system-wide education improvement, and performance-driven policy could become more effective when properly combined with input-driven policy. The Common Core Standards can induce desirable changes in American schools through narrower, higher, and deeper curricular coverage in core subjects, but with negative results if states continue to operate under NCLB and without adequate funding and technical support for chronically low-performing schools.Less
This chapter addresses the question of high-stakes testing policy and accountability. How effective are performance-driven educational policies under the No Child Left Behind (NCLB) Act? What interventions are most cost-effective for disadvantaged minority students? The average effect size of high-stakes testing interventions is modest, and there is no consistent evidence on narrowing achievement gaps among racial and social groups. The discrepancy of student progress between National Assessment of Educational Progress (NAEP) and state assessment measures is noted. School choice policies, including vouchers and charter schools, have had limited effects on system-wide education improvement, and performance-driven policy could become more effective when properly combined with input-driven policy. The Common Core Standards can induce desirable changes in American schools through narrower, higher, and deeper curricular coverage in core subjects, but with negative results if states continue to operate under NCLB and without adequate funding and technical support for chronically low-performing schools.
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/9780190217648.003.0003
- Subject:
- Psychology, Social Psychology
This chapter addresses the questions of achievement trends in terms of excellence. How did academic growth trajectories change over the past four decades? What changes in environmental factors ...
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This chapter addresses the questions of achievement trends in terms of excellence. How did academic growth trajectories change over the past four decades? What changes in environmental factors influenced these trends? Analysis of cross-cohort achievement trends reveals a tripartite pattern in which American students are gaining ground at the pre-/early primary school level, holding ground at the middle school level, and losing ground at the high school level. The problem of underachievement is evident in discrepancies between the flat National Assessment of Educational Progress (NAEP) achievement trend and the upward IQ score trend. The analysis of educational environment trends over the same period shows mixed progress, but the expected academic growth potential was not realized. Academic gains induced by positive changes in some areas have been offset by negative changes or status quo in other areas (e.g., family support, school climate, teacher quality and standards for student performance).Less
This chapter addresses the questions of achievement trends in terms of excellence. How did academic growth trajectories change over the past four decades? What changes in environmental factors influenced these trends? Analysis of cross-cohort achievement trends reveals a tripartite pattern in which American students are gaining ground at the pre-/early primary school level, holding ground at the middle school level, and losing ground at the high school level. The problem of underachievement is evident in discrepancies between the flat National Assessment of Educational Progress (NAEP) achievement trend and the upward IQ score trend. The analysis of educational environment trends over the same period shows mixed progress, but the expected academic growth potential was not realized. Academic gains induced by positive changes in some areas have been offset by negative changes or status quo in other areas (e.g., family support, school climate, teacher quality and standards for student performance).
Gilda L. Ochoa
- Published in print:
- 2013
- Published Online:
- August 2015
- ISBN:
- 9780816687398
- eISBN:
- 9781452948898
- Item type:
- chapter
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816687398.003.0002
- Subject:
- Sociology, Race and Ethnicity
Teachers and administrators explain the educational differences between students. Such explanations focus on biological and cultural arguments where Asian Americans are assumed to value schooling and ...
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Teachers and administrators explain the educational differences between students. Such explanations focus on biological and cultural arguments where Asian Americans are assumed to value schooling and hard work more than Latinas/os. Along with a discussion of the general silence regarding Whites, white privilege, and whiteness in general at the school, there is also consideration of how federal educational policies that emphasize performance on standardized tests influence school discourses and practices.Less
Teachers and administrators explain the educational differences between students. Such explanations focus on biological and cultural arguments where Asian Americans are assumed to value schooling and hard work more than Latinas/os. Along with a discussion of the general silence regarding Whites, white privilege, and whiteness in general at the school, there is also consideration of how federal educational policies that emphasize performance on standardized tests influence school discourses and practices.
Rhona S. Weinstein and Frank C. Worrell
- Published in print:
- 2016
- Published Online:
- May 2016
- ISBN:
- 9780190260903
- eISBN:
- 9780190608200
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780190260903.003.0001
- Subject:
- Psychology, Social Psychology
This chapter provides the context that made a university role in comprehensive secondary reform a vital imperative for the University of California, Berkeley and sets the stage for a partnership with ...
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This chapter provides the context that made a university role in comprehensive secondary reform a vital imperative for the University of California, Berkeley and sets the stage for a partnership with Aspire Public Schools to open the California College Preparatory Academy. This context includes the demise of affirmative action in college admissions, the leaky academic pipeline of low-income students and students of color, and a mandate to rethink secondary school design for both equity and excellence. The chapter also describes the need for a longitudinal case study of partnered new school development. Reflecting findings from public scholarship and diverse voices, this book covers the beginnings of the partnership and the school, collaborative research examples that informed school development, practitioner knowledge about achieving equity and excellence in a high school, and lessons learned about how to prepare all students to be ready for college and successful once there.Less
This chapter provides the context that made a university role in comprehensive secondary reform a vital imperative for the University of California, Berkeley and sets the stage for a partnership with Aspire Public Schools to open the California College Preparatory Academy. This context includes the demise of affirmative action in college admissions, the leaky academic pipeline of low-income students and students of color, and a mandate to rethink secondary school design for both equity and excellence. The chapter also describes the need for a longitudinal case study of partnered new school development. Reflecting findings from public scholarship and diverse voices, this book covers the beginnings of the partnership and the school, collaborative research examples that informed school development, practitioner knowledge about achieving equity and excellence in a high school, and lessons learned about how to prepare all students to be ready for college and successful once there.
Kate Fitzpatrick-Harnish
- Published in print:
- 2015
- Published Online:
- April 2015
- ISBN:
- 9780199778560
- eISBN:
- 9780190238872
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199778560.003.0002
- Subject:
- Music, History, American
Chapter 2 focuses on the importance of gaining a greater understanding of students’ lives and experiences to build on these experiences within the music classroom. The chapter opens with an ...
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Chapter 2 focuses on the importance of gaining a greater understanding of students’ lives and experiences to build on these experiences within the music classroom. The chapter opens with an examination of the “opportunity gap,” a counter to the frequently described “achievement gap” that is often associated with particular student populations. This section explains the documented structural inequities faced by many of these student populations even before formal school ever begins. The chapter also examines the concept of a “culture of power” that often leads teachers and administrators to misunderstand and misinterpret the behaviors of their students. Strategies for assisting students are provided. The chapter concludes with a discussion of the important issues of student race, ethnicity, and socioeconomic status, along with implications for the music classroom.Less
Chapter 2 focuses on the importance of gaining a greater understanding of students’ lives and experiences to build on these experiences within the music classroom. The chapter opens with an examination of the “opportunity gap,” a counter to the frequently described “achievement gap” that is often associated with particular student populations. This section explains the documented structural inequities faced by many of these student populations even before formal school ever begins. The chapter also examines the concept of a “culture of power” that often leads teachers and administrators to misunderstand and misinterpret the behaviors of their students. Strategies for assisting students are provided. The chapter concludes with a discussion of the important issues of student race, ethnicity, and socioeconomic status, along with implications for the music classroom.
