CLSOING THE ACHIEVEMENT GAP

Closing the Achievement Gap

Closing the Achievement Gap

The focus on the achievement gap has intensified since the No Child Left Behind Act (NCLB) was passed in 2001. In particular? achievement gaps among culturally? linguistically? ethnically? and economically diverse groups pose great concern to educators and policymakers. Another outgrowth of NCLB involves the adoption of high-stakes testing to measure achievement and evaluate school effectiveness (Cronin? Kingsbury? McCall? & Bowe? 2005; NCLB? 2001). The educational literature is replete with recommendations for improving student achievement and closing the achievement gap; however? research suggests that the gap remains. Since the standards and accountability movement gained momentum in the 1990s? school report cards? school

This article summarizes a unique approach to reducing the achievement gap that strategically blended differentiated curriculum with schoolwide enrichment teaching and learning. The theories of enrichment and instructional differentiation were translated into practice in an elementary school that had previously embraced a remedial paradigm. This enrichment approach resulted in improved student achievement and the reduction of the achievement gap between rich and poor and among different ethnic groups. The school improvement process began with a thorough analysis of the strengths and weaknesses of all dimensions of the school? and resulted in the creation of a school mission? strategic plan with broad instructional goals? specific learning objectives? and detailed action plans. Enrichment and differentiation were chosen as the methods to improve the learning environment based on evidence that engagement in learning is enhanced when students' interests and choices are considered? and the need to provide learning experiences that were responsive to the learning characteristics of a diverse student population. Specific components of the strategic plan were implemented simultaneously while others were introduced over a series of years. Teachers rewrote the curriculum for reading? writing? mathematics? and social studies to include enrichment experiences and differentiated instruction. This enriched learning environment extended to an afterschool program inspired by Enrichment Clusters. Staff development was essential to the success of each new initiative? and a significant amount of time was devoted to teacher training. Teachers were provided with training? modeling? coaching? and planning time to integrate the new ideas and skills into their lessons.

Athrough local and state-level oversight and reconstitution have gained popularity (Harris & Herrington? 2006). Yet? during this time? the achievement gap has increased (Harris & Herrington? 2006). Progress in reducing school segregation and increasing achievement during the 1960s-1980s has faltered. Communities have become more economically segregated? resulting in schools with larger minority and poor populations and lagging achievement (Foorman? Francis? Fletcher? Schatschneider? & Mehta? 1998; Harris & Herrington? 2006; Lara-Conisomo et al.? 2004). Poverty continues to be one of the most persistent factors that negatively impacts student achievement (Barton? 2003; Barton & Coley? 2007; Harris & Herrington? 2006; Lara-Conisomo et al.? 2004; Lutkus? Grigg? & Donohue? 2007; RAND Labor and Population? 2005).

Under No Child Left Behind (2001)? reading and mathematics are the two subjects that are used to gauge the academic progress of U.S. students in grades ...