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Category: Student achievements

Category » Student achievements

  • A New Year's Resolution for 2006: Closing the Achievement Gap

    1/1/06 - Donlevy, Jim

    There are still far too many poor and minority children being educated in schools with inadequate resources and poorly trained and uncertified staff. Sadly, educational results for children in such schools are significantly below those of children in better-funded schools and districts. This article reviews recent New Year's resolutions made in the Journal and calls for "Closing the Achievement Gap" as the New Year's resolution for 2006. Reprinted by permission of the publisher.

  • A New Year's Resolution for 2007: Increase Understanding of Adolescent Literacy to Help Close the Achievement Gap

    1/1/07 - Donlevy, Jim

    The academic Achievement Gap persists even as calls intensify to close it. One fruitful area for helping to address achievement disparities is adolescent literacy. Although a great deal is known about teaching reading in the early grades, not as much is known about middle and high school literacy, areas where the Achievement Gap becomes more pronounced. This article reviews previous New Year's resolutions, calls for greater understanding of adolescent literacy, and describes some...

  • Academic Performance Gap Between Summer-Birthday and Fall-Birthday Children in Grades K-8

    1/1/06 - Oshima, T. C., Domaleski, Christopher S.

    Much interest exists among parents and researchers regarding the benefits and drawbacks of delaying kindergarten entrance to acquire academic advantage ("redshirting"). How evident is this assumed advantage at the kindergarten level and beyond? The authors evaluated largescale test data from Grades K-8 to investigate the difference in performance between younger children (summer birthday) and older children (fall birthday). The performance gap evident in kindergarten decreased rapidly in...

  • Accountability Standards, and the Growing Achievement Gap: Lessons from the Past Half-Century

    1/1/06 - Harris, Douglas N., Herrington, Carolyn D.

    The rise of accountability policies during the early 1990s coincided with an increase in the achievement gap between white and minority students, reversing decades of steady improvement in outcome equity. This article explores the policies that helped to reduce the achievement gap before 1990, the effects of the subsequent shift toward accountability, and what can be learned from past successes to guide the future development of accountability systems. An extensive review of research...

  • Achievement disparities between minority and nonminority students in suburban schools

    1/1/90 - Levine, Daniel U., Eubanks, Eugene E.
  • Addressing the Achievement Gap through Art

    1/1/08 - Simanski, Claire

    An effort must be made to close the achievement gap. This effort should involve addressing social, disciplinary, and cultural challenges. Art has a role to play in this regard.

  • An Exploration of the Relationship Between Ethnicity, Attention Problems, and Academic Achievement

    1/1/04 - Rabiner, David L., Murray, Desiree W., Schmid, Lorrie

    Abstract. There has been longstanding concern about achievement differences across ethnic groups. Inattention is a significant factor associated with underachievement, and higher ratings of inattention have been found for some minority groups. The present study examined the relationship between inattention and achievement across Caucasian, African American, and Hispanic first graders. Thirty-three teachers rated over 600 students on their academic achievement, inattentive classroom behavior...

  • Beyond the Laboratory: Evaluating the Survey Evidence for the Disidentification Explanation of Black-White Differences in Achievement

    1/1/04 - Morgan, Stephen L., Mehta, Jal D.

    The black-white gap in achievement, as measured by performance on standardized tests, has received considerable attention from researchers in the past five years. Claude Steele's stereotype threat and disidentification mechanism is perhaps the most heralded of the new explanations for residual racial differences that persist after adjustments for social background are performed. Analyzing data from the National Education Longitudinal Study, we found qualified support for portions of the...

  • Black-White Differences in Achievement: The Importance of Wealth

    1/1/03 - Orr, Amy J.

    In this article, the author argues that wealth, which is an indicator of both financial and human capital, can affect academic achievement, as well as help to explain the gap in black-white test scores. Analyses reveal that wealth affects achievement through its effect on the amount of cultural capital to which a child is exposed. Because blacks have substantially less wealth than do whites, wealth can help to explain a portion of the racial achievement gap. The implications of the findings...

  • Brown Plus 50 Counter-Storytelling: A Critical Race Theory Analysis of the "Majoritarian Achievement Gap" Story

    1/1/04 - Love, Barbara J.

    Part of a special issue on the 50th anniversary of the first Brown decision. The writer uses Critical Race Theory to analyze current discussions of the "achievement gap" as the latest incarnation of the "white intellectual superiority/African American intellectual inferiority" notion that is a mainstay of "majoritarian storytelling" in U.S. culture. She employs critical race counter-story to chronicle the historical development and maintenance of the "achievement gap," along with efforts of...

  • Closing Achievement Gaps: What Will It Take?

    1/1/05 - Uline, Cynthia L. ed, Johnson, Joseph F. Jr ed

    A special issue on closing achievement gaps is presented. Articles discuss the development of the standards movement, student-invloved classroom assessment, the appeal of "universalized pedagogies" in the field of education, the need for teacher education programs to promote social justice and accountability, the role of professional development in closing the achievement gap, the Interstate School Leadership Licensure Consortium standards, three key strategies that district and school...

  • Closing the Achievement Gap: How Gifted Education Can Help

    1/1/06 - Ford, Donna Y.

    The writer discusses how gifted education can help close the achievement gap. She suggests that the underrepresentation of black and Latino students in gifted education should be discussed in efforts to both understand and close the achievement gap, asserts that too little attention has been paid to the achievement gap problem in gifted education, and proposes that although dozens of variables have been reported as contributing substantively to the achievement gap, increasing access to...

  • Closing the achievement gap: plausible solutions, multiple dimensions

    1/1/02 - Donlevy, James G.

    This article explores different dimensions of the "achievement gap" beyond mere technological solutions proposed to ameliorate test score discrepancies. Standards, potential, power and community are discussed as critical elements of the broader context of children in the public schools. Reprinted by permission of the publisher.

  • Disguising the Achievement Gap

    1/1/05 - Probst, Bob

    Although the No Child Left Behind Act has been developed to address the achievement gap, testing struggling students will only remind them they are behind, drilling will not improve anything, and standardizing the curriculum would be disastrous. In order to have even the slightest hope of closing the achievement gap, educators must be flexible in their choice of books so that they can find what will work best; avoid mechanical, routinized instruction and do their best to get students...

  • Family Must Be a Part of the Solution in Closing the Achievement Gap

    1/1/08 - Darling, Sharon

    The writer endorses family literacy programs as a tool for closing the achievement gap. He cites research demonstrating the effectiveness of such programs.

  • From Noncompetence to Exceptional Talent: Exploring the Range of Academic Achievement Within and Between Grade Levels

    1/1/05 - Gagne, Francoys

    A study investigated the extent of individual differences in academic performance and their growth over the first nine years of education. Data were obtained from analysis of the developmental standard scores of the Iowa Tests of Basic Skills. Findings revealed that the range between the lowest and highest achievers in most grade levels exceeded the eight-year gap in knowledge between average students in the first and ninth grades. Furthermore, the achievement gap increased by around 145...

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