Academic literature on the topic 'Achievement gap'
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Journal articles on the topic "Achievement gap"
Anderson, Sharon, Elliott Medrich, and Donna Fowler. "Which Achievement Gap?" Phi Delta Kappan 88, no. 7 (March 2007): 547–50. http://dx.doi.org/10.1177/003172170708800716.
Full textHunter, Richard C., and RoSusan Bartee. "The Achievement Gap." Education and Urban Society 35, no. 2 (February 2003): 151–60. http://dx.doi.org/10.1177/0013124502239389.
Full textEvans, Robert. "Reframing the Achievement Gap." Phi Delta Kappan 86, no. 8 (April 2005): 582–89. http://dx.doi.org/10.1177/003172170508600806.
Full textGardner, David. "Confronting the Achievement Gap." Phi Delta Kappan 88, no. 7 (March 2007): 542–46. http://dx.doi.org/10.1177/003172170708800715.
Full textPiyaman, Patnaree, Philip Hallinger, and Pongsin Viseshsiri. "Addressing the achievement gap." Journal of Educational Administration 55, no. 6 (September 4, 2017): 717–34. http://dx.doi.org/10.1108/jea-12-2016-0142.
Full textRios, Victor. "Reframing the Achievement Gap." Contexts 11, no. 4 (November 2012): 8–10. http://dx.doi.org/10.1177/1536504212466324.
Full textMcCombs, Barbara L. "Reducing the achievement GAP." Society 37, no. 5 (July 2000): 29–36. http://dx.doi.org/10.1007/s12115-000-1034-x.
Full textSchanzenbach, Diane W. "Minding the (achievement) gap." Journal of Policy Analysis and Management 43, no. 2 (March 2024): 632–35. http://dx.doi.org/10.1002/pam.22577.
Full textHall Mark, Dianne L. "Academic Achievement Gap or Gap of Opportunities?" Urban Education 48, no. 2 (March 2013): 335–43. http://dx.doi.org/10.1177/0042085913476936.
Full textGregory, Anne, Russell J. Skiba, and Pedro A. Noguera. "The Achievement Gap and the Discipline Gap." Educational Researcher 39, no. 1 (January 2010): 59–68. http://dx.doi.org/10.3102/0013189x09357621.
Full textDissertations / Theses on the topic "Achievement gap"
Hargrove, Michael S. "High schools that bridge the achievement gap." Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2007. http://wwwlib.umi.com/cr/ucsd/fullcit?p3259357.
Full textTitle from first page of PDF file (viewed June 27, 2007). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 101-105).
Panagopulos, Kathleen. "Closing the Achievement Gap Through Arts Integration." Thesis, Notre Dame of Maryland University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3687902.
Full textAs educators grapple with the issue of eliminating achievement gaps that exist among student groups, instructing for students' diverse learning needs while effectively meeting the demands of the curriculum can be a daunting task. Arts integration (AI) is a research-based strategy that has been demonstrated to lead to positive effects in student achievement with the greatest effect being among students who qualify for federal meals benefits (FARMS) (Deasy, 2002; Catterall, 1999; Rabkin & Redmond, 2006). This mixed-methods study evaluated state mandated reading assessment data for a cohort of grade three students for the years 2011, 2012, and 2013 within one school district in Maryland using a formula developed by the Maryland State Department of Education to determine student change scores. While analysis of covariance (ANCOVA) of AI and change scores for FARMS and non-FARMS students did not yield a positive relationship, further qualitative analysis of principal and teacher interviews and classroom observations at five public AI elementary schools revealed perceptions among educators of a positive relationship of AI to student achievement. Utilizing a grounded theory approach to examine emergent themes, a theory of effective models of arts integration was developed to include the elements of: shared vision, student engagement, rigorous instruction and teacher capacity. This study provided information regarding the optimal method of delivering arts integrated instruction that may lead to student achievement and reduce the achievement gap between FARMS and non-FARMS students.
Silberman, Rebecca. ""Acting white" and the black-white achievement gap." CONNECT TO ELECTRONIC THESIS, 2007. http://dspace.wrlc.org/handle/1961/4272.
Full textUsry, Thomas Watson. "Georgia superintendents' perceptions of the minority achievement gap." Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/spring2008/thomas_w_usry/usry_thomas_w_200801_edd.pdf.
Full text"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Charles A. Reavis. ETD. Electronic version approved: May 2008. Includes bibliographical references (p. 126-136) and appendices.
Floyd, Robyn A. "A Phenomenological Study of the Student Achievement Gap in a Midwestern Suburb." Miami University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=miami1182530693.
Full textChapman, Heather Renee Brown. "THE STAKEHOLDER GAP LENS: TEACHER AND PARENTAL PERCEPTIONS OF THE ACHIEVEMENT GAP IN KENTUCKY'S PUBLIC SCHOOLS." UKnowledge, 2019. https://uknowledge.uky.edu/stem_etds/12.
Full textChandler, Lincoln J. 1977. "The minority achievement gap in a suburban school district." Thesis, Massachusetts Institute of Technology, 2008. http://hdl.handle.net/1721.1/45947.
Full textIncludes bibliographical references (p. 189-192).
For many decades, the American educational system has yielded significant differences in achievement among students in different racial groups, a phenomenon commonly known as the "Achievement Gap". Despite the volume of research devoted to studying achievement gaps, school administrators faced with the challenge of reducing these gaps have had limited success. There are a number of factors, regarding the individual, the school, and the setting, which can contribute to achievement gaps, but in a particular community, the prevalence of such factors, and their individual contribution to the gap, is unclear. In this dissertation, we employ a variety of statistical methods that provide a bridge between large-scale studies of achievement gaps and the analyses necessary to address the needs of a single community. First, we establish a collection of metrics designed to measure relative and absolute differences in achievement, for groups of arbitrary size and distribution. Using data from a middle-class, racially integrated school district, we employ these metrics to measure the magnitude of the achievement gap for individual students from grades three through eight. We also assess the potential role of previously-identified correlates of low achievement, such as poverty and student mobility. Last, we evaluate the potential impact of strategies for narrowing the gap.
by Lincoln Jamond Chandler.
Ph.D.
Bao, Chiwen. "Within the Classroom Walls: Critical Classroom Processes, Students' and Teachers' Sense of Agency, and the Making of Racial Advantages and Disadvantages." Thesis, Boston College, 2009. http://hdl.handle.net/2345/2505.
Full textDespite decades of research and efforts to reform schools, racial disparities in educational opportunities and outcomes, often referred to as the "achievement gap," persist and concerns about students' math learning and achievement continue. Among researchers, educational practitioners, and the wider public, explanations for these ongoing problems usually point to structural influences or individual and cultural factors. For example, structures of schooling (e.g. school funding, organization and curriculum) and those outside of school (e.g. family background and neighborhood characteristics) become focal points for understanding educational inequalities and places for intervention. In terms of explanations that look to individual influences, teachers and students are either targeted for their inadequacies or praised for their individual talents, values and successes. Regarding students in particular, racial inequalities in academic outcomes often become attributed to students', namely black and Latino/a students', supposed cultural devaluation of education and their desires to not "act white" and academically achieve. Together, these explanations lead to the assessment that possibilities of teaching and learning are predetermined by a host of structural and individual influences. But how is the potential to teach and learn at least partially actualized through everyday processes? Moreover, how do these processes, which simultaneously involve structures and individual agents, lead to the production or disruption of racial disparities? To explore these questions, I investigated processes of teaching and learning in one well-funded, racially diverse public high school with high rates of students' passing the statewide standardized test, many students going onto prestigious colleges and universities, and enduring racial inequalities in academic achievement. I conducted fieldwork over three years in 14 math classrooms ranging from test preparation classes to honors math classes and interviewed 52 students and teachers about their experiences in school. Through analyzing the data, I find that what happens within the classroom walls still matters in shaping students' opportunities to learn and achieve. Illustrating how effective learning and teaching and racial disparities in education do not simply result from either preexisting structural contexts or individuals' virtues or flaws, classroom processes mold students' learning and racial differences in those experiences through cultivating or eroding what I refer to as students' sense of academic agency and teachers' sense of agency to teach. For students, that sense of agency leads to their attachment to school, identification with learning in general and math in particular, engagement, motivation and achievement. As classroom processes evolve in virtuous or vicious cycles, different beliefs about students (e.g. as "good kids" or "bad kids") importantly fuel the direction of these cycles. Since racial stereotypes often influence those beliefs, students consequently experience racial advantages and disadvantages in classroom processes. As a result, some students fail to learn and achieve not because they fear "acting white," but because they do not always get to experience classroom processes that cultivate their sense of being agentic in the classroom space, a sense that is distinctly racialized
Thesis (PhD) — Boston College, 2009
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Sociology
Branch, Joy Joiner Zugazaga Carole B. "Factors associated with the Black and White student achievement gap an exploratory study /." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Summer/Theses/BRANCH_JOY_35.pdf.
Full textMims, Adrian Blair. "Improving African American Achievement In Geometry Honors." Thesis, Boston College, 2010. http://hdl.handle.net/2345/1533.
Full textThis case study evaluated the significance of implementing an enrichment mathematics course during the summer to rising African American ninth graders entitled, "Geometry Honors Preview". In the past, 60 to 70 percent of African American students in this school district had withdrawn from Geometry Honors by the second academic quarter. This study seeks to understand the impact of pre-teaching core geometry concepts essential to success in Geometry Honors prior to the students' enrollment into the Geometry Honors course. This mixed methods case study involved the researcher as a participant observer. Qualitative data in the form of questionnaires administered to teacher assistants, students, and their parents comprised a significant part of the data collection. Additional qualitative data collection included field notes, teacher's comments from report cards, and informal interviews of the instructor of the Geometry Honors Preview course. Quantitative data gathered from the four quarterly report cards completed the data collection process. The study concluded that all of the students who enrolled in the Geometry Honors Preview course successfully completed Geometry Honors during the school year. Students felt more confident about enrolling into Geometry Honors after taking the preview course. Finally, African American students who enrolled in the Geometry Honors Preview course outperformed a group of African American students who enrolled into Geometry Honors, but did not attend the summer course. Using current research into the topic of closing the achievement gap, the study suggested that these findings would help improve the practice of teachers and implement policy that will provide all students with an equal opportunity to learn in an environment of high-stakes testing
Thesis (EdD) — Boston College, 2010
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration and Higher Education
Books on the topic "Achievement gap"
Yeh, Stuart S. Solving the Achievement Gap. New York: Palgrave Macmillan US, 2017. http://dx.doi.org/10.1057/978-1-137-58767-1.
Full textPaik, Susan J., and Herbert J. Walberg, eds. Narrowing the Achievement Gap. Boston, MA: Springer US, 2007. http://dx.doi.org/10.1007/0-387-44611-7.
Full textE, Chubb John, and Loveless Tom 1954-, eds. Bridging the achievement gap. Washington, D.C: Brookings Institution Press, 2002.
Find full textCraig, Holly. African American English and the Achievement Gap. New York : Routledge, [2016] | Series: Routledge research: Routledge, 2016. http://dx.doi.org/10.4324/9781315813394.
Full textJ, Downey Carolyn, ed. 50 ways to close the achievement gap. 3rd ed. Thousand Oaks, Calif: Corwin Press, 2009.
Find full text(Organization), WestEd, and United States. Dept. of Education. Office of Innovation and Improvement., eds. Charter high schools: Closing the achievement gap. Washington, D.C: U.S. Dept. of Education, Office of Innovation and Improvement, 2006.
Find full text1958-, Taylor Ronald D., ed. Addressing the achievement gap: Findings and applications. Greenwich, CT: Published by IAP-Information Age Pub. Inc., 2006.
Find full textBook chapters on the topic "Achievement gap"
Copestake, James. "Aspiration-Achievement Gap." In Encyclopedia of Quality of Life and Well-Being Research, 255–57. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_116.
Full textCopestake, James. "Aspiration-Achievement Gap." In Encyclopedia of Quality of Life and Well-Being Research, 292–94. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-17299-1_116.
Full textCopestake, James. "Aspiration-Achievement Gap." In Encyclopedia of Quality of Life and Well-Being Research, 1–3. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-319-69909-7_116-2.
Full textYeh, Stuart S. "Solving the Achievement Gap." In Solving the Achievement Gap, 141–44. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-58767-1_11.
Full textZhang, Gaoming, and Yong Zhao. "Achievement Gap in China." In Closing the Achievement Gap from an International Perspective, 217–28. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-4357-1_10.
Full textYeh, Stuart S. "Introduction." In Solving the Achievement Gap, 1–7. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-58767-1_1.
Full textYeh, Stuart S. "22 Strategies." In Solving the Achievement Gap, 135–40. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-58767-1_10.
Full textYeh, Stuart S. "Hypotheses." In Solving the Achievement Gap, 9–12. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-58767-1_2.
Full textYeh, Stuart S. "A Fresh View." In Solving the Achievement Gap, 13–19. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-58767-1_3.
Full textYeh, Stuart S. "Evidence from Three National Studies." In Solving the Achievement Gap, 21–39. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-58767-1_4.
Full textConference papers on the topic "Achievement gap"
Kanno, Yasuko. "Deconstructing the English Learner Achievement Gap." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1572224.
Full textAkiba, Motoko. "Teacher Opportunity Gap, Quality Gap, and Student Achievement Gap in 36 Countries." In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1883685.
Full textAkiba, Motoko. "Teacher Opportunity Gap, Quality Gap, and Student Achievement Gap in 36 Countries." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1883685.
Full textGarrett, Amanda. "Not Minding the Gap: Contemporary Uses and Expansion of the Achievement Gap Lexicon." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1587687.
Full textAkiba, Motoko. "Disparities in Teachers' Working Conditions, Qualification Gap, and Poverty-Based Achievement Gap in 38 Countries." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2003604.
Full textMakur, Alberta, Bedilius Gunur, and Apolonia Ramda. "Gender Gap in Mathematics Achievement: Empowering Women’s Awareness in Mathematics." In Proceedings of the 2nd International Conference on Education, Humanities, Health and Agriculture, ICEHHA 2022, 21-22 October 2022, Ruteng, Flores, Indonesia. EAI, 2023. http://dx.doi.org/10.4108/eai.21-10-2022.2329587.
Full textMcQuillan, Patrick. "Complexity Theories and Universal Student Achievement: Bridging the Opportunity Gap." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1885089.
Full textFerguson, Daniel. "Dismantling Achievement Gap Narratives in Japanese Early Childhood Curriculum Reforms." In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2114178.
Full textzheng, yunzheng. "The Effects of Principal Leadership on Achievement Gap: A Meta-Analysis." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1691076.
Full textCheng, Ivan. "Eliminating the Achievement Gap for English Learners Through Progressive Formalization Tasks." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1692003.
Full textReports on the topic "Achievement gap"
Hanushek, Eric, and Steven Rivkin. School Quality and the Black-White Achievement Gap. Cambridge, MA: National Bureau of Economic Research, October 2006. http://dx.doi.org/10.3386/w12651.
Full textAutor, David, David Figlio, Krzysztof Karbownik, Jeffrey Roth, and Melanie Wasserman. School Quality and the Gender Gap in Educational Achievement. Cambridge, MA: National Bureau of Economic Research, January 2016. http://dx.doi.org/10.3386/w21908.
Full textEllison, Glenn, and Ashley Swanson. Dynamics of the Gender Gap in High Math Achievement. Cambridge, MA: National Bureau of Economic Research, August 2018. http://dx.doi.org/10.3386/w24910.
Full textHanushek, Eric, Paul Peterson, Laura Talpey, and Ludger Woessmann. Long-run Trends in the U.S. SES-Achievement Gap. Cambridge, MA: National Bureau of Economic Research, February 2020. http://dx.doi.org/10.3386/w26764.
Full textClotfelter, Charles, Helen Ladd, and Jacob Vigdor. The Academic Achievement Gap in Grades 3 to 8. Cambridge, MA: National Bureau of Economic Research, May 2006. http://dx.doi.org/10.3386/w12207.
Full textHanushek, Eric, Paul Peterson, Laura Talpey, and Ludger Woessmann. The Unwavering SES Achievement Gap: Trends in U.S. Student Performance. Cambridge, MA: National Bureau of Economic Research, March 2019. http://dx.doi.org/10.3386/w25648.
Full textMichelmore, Katherine, and Susan Dynarski. The Gap within the Gap: Using Longitudinal Data to Understand Income Differences in Student Achievement. Cambridge, MA: National Bureau of Economic Research, July 2016. http://dx.doi.org/10.3386/w22474.
Full textHanushek, Eric, and Steven Rivkin. Harming the Best: How Schools Affect the Black-White Achievement Gap. Cambridge, MA: National Bureau of Economic Research, August 2008. http://dx.doi.org/10.3386/w14211.
Full textJaureguiberry, Florencia, Elena Arias Ortiz, and Iván Bornacelly. CIMA Brief #4: Have academic achievement gaps closed? Inter-American Development Bank, March 2018. http://dx.doi.org/10.18235/0006054.
Full textBritton, Jack, Damon Clark, and Ines Lee. Unveiling school effectiveness: Progress 8, parental choices and closing the achievement gap. The IFS, September 2023. http://dx.doi.org/10.1920/re.ifs.2023.0273.
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