EDUCATIONAL ACHIEVEMENT GAP

Educational Achievement Gap: African American and Caucasian

Educational Achievement Gap: African American and Caucasian

Introduction

Despite efforts to improve low-level academic environment of disadvantaged students, achieve a significant gap between the test scores of African American and Caucasian men, students and others (Kuykendall, 1991). This fact, coupled with a situation where increasing numbers of children are inadequate schools, focused public attention on the need for school reform, and created tremendous pressure to develop programs that contribute to success among youth (Pianta and Walsh, 1998).

Underachievement of the large and growing extent of African American children is nothing less than a national crisis, according to Haycock (2001) in their studies at closing achievement gaps. Haycock suggests that by 2010, Black and Hispanics will be a compromise of some fifty per cent of the students. This is an alarming situation, and everyone should take it seriously, because fifty percent of students in the future is not going to perform in accordance with the wishes, it is indeed a national crisis. There is growing literature on closing the achievement gaps between students of different layers in the system of public education. Some of it will be analyzed, as well as the implications that the theory of teaching and learning should be aimed at children, in particular, the intelligentsia in order to increase the achievement of minority children will be discussed.

Proof In order to achieve the Gap

Evidence showing that compared to Caucasian students, minority youth receive a lower grade (Stanard, 2003, pp. 217-221), the lower score on standardized tests of academic ability to have higher rates of grade retention, and disproportionately assigned to low-ability groups of elementary and secondary schools and vocational tracks in high school indicate the seriousness of the achievement gap between the tests as a low-income and minority students and others.

Data

Average ACT Composite Score by Race/Ethnicity, 2004

African American/Black 17.1%

Caucasian American/White 21.8%

Cooper and Schleser (2006), in his article "Closing the achievement Gap: exploring the role of cognitive" to discuss that over the past 30 years, urban policy in the field of education and scientific research was due to the ongoing attempts to understand these trends and has prepared a reform models such as effective the movement of schools, school restructuring and school choice and privatization. However, while recent data from the 1999 national assessment of educational progress (NAEP) showed that during the 30-year period, as the Black and Hispanic students made significant achievement gains, the average score for these groups of students remain far below those non-Hispanic, white students (Barton, 2003). Thus, despite more than 3 decades, urban school research and reforms aimed at improving the negative indicators of student achievement, the current data on urban achievements indicate that these programs have failed to fulfill the task. Explanations for the failure of these efforts include an understanding that in most cases, they relied on the prevailing funds, which are based on empirical data are limited, and that many of them neglected to establish a reliable set of ...