Journal articles: 'Achievement gap'

1

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.

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Hunter, 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.

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Evans, Robert. "Reframing the Achievement Gap." Phi Delta Kappan 86, no. 8 (April 2005): 582–89. http://dx.doi.org/10.1177/003172170508600806.

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Gardner, David. "Confronting the Achievement Gap." Phi Delta Kappan 88, no. 7 (March 2007): 542–46. http://dx.doi.org/10.1177/003172170708800715.

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Piyaman, 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.

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Purpose Developing countries in many parts of the world have experienced a disturbing trend in the differential pace of economic development among urban and rural communities. These inequities have been observed in education systems in Asia, Africa, and Latin America where researchers have documented differences not only in resource allocation but also in the academic performance among students in urban and rural schools. Recently researchers have shifted their focus from examining financial and physical resources to investigating the nature and impact of differences in human resources. The purpose of this paper is to examine differences in school organization processes associated with learning-centered leadership and teacher learning among urban and rural primary schools in Thailand. Teacher trust and teacher agency were proposed as possible mediators of leadership effects on teacher learning. Design/methodology/approach This study employed a cross-sectional survey design. The authors collected survey data from 1,011 teachers and 60 principals in 30 urban and 30 rural primary schools in Thailand. Multi-group confirmatory factor analysis, structural equation modeling, and bootstrapping were used to analyze the proposed model of leadership and teacher professional learning. More specifically, data analysis was aimed at determining the nature of relationships among the constructs in the conceptual model and whether patterns of leadership and teacher learning differed in urban and rural primary schools. Findings The results affirmed a model whereby school leadership exerted significant indirect effects on teacher learning in both urban and rural primary schools. Data analyses determined that the path of leadership effects moved through trust to agency and then to teacher professional learning. Thus, while the authors found a strong direct effect of leadership on teacher trust, there were only small direct effects of leadership on teacher agency and no meaningful direct effects of leadership on teacher professional learning. Thus, the research affirmed a full mediation model of leadership effects on teacher learning. Finally, the study also affirmed that the measured variables were perceived as significantly stronger in the urban schools than in the rural schools. Social implications The research expands on prior research on the “achievement gap” in Thailand by demonstrating the existence of a similar “human resource gap” when comparing urban and rural school leaders and teachers. This study implies that addressing the gap in student achievement will require action aimed at building the capacity of the principals and teachers who work with the rural pupils. Originality/value These results suggest differences in the quality of human resources between urban and rural primary schools in Thailand. There may be potential benefit to be gained from providing training focused on “learning-centered leadership” for principals and middle level leaders, as well as expanding access to quality professional development opportunities for rural teachers.

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Rios, Victor. "Reframing the Achievement Gap." Contexts 11, no. 4 (November 2012): 8–10. http://dx.doi.org/10.1177/1536504212466324.

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McCombs, Barbara L. "Reducing the achievement GAP." Society 37, no. 5 (July 2000): 29–36. http://dx.doi.org/10.1007/s12115-000-1034-x.

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Schanzenbach, 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.

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Hall 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.

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Gregory, 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.

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McDonald, Geraldine. "Literacy and the achievement gap." Curriculum Matters 2 (June 1, 2006): 26–42. http://dx.doi.org/10.18296/cm.0083.

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Peebles-Wilkins, W. "Help Close the Achievement Gap." Children & Schools 27, no. 4 (October 1, 2005): 195–96. http://dx.doi.org/10.1093/cs/27.4.195.

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Uhlenberg, Jeffrey, and Kathleen M. Brown. "Racial Gap in Teachers’ Perceptions of the Achievement Gap." Education and Urban Society 34, no. 4 (August 2002): 493–530. http://dx.doi.org/10.1177/00124502034004006.

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14

Yeh, Stuart. "Two Models of Learning and Achievement: An Explanation for the Achievement Gap?" Teachers College Record: The Voice of Scholarship in Education 117, no. 12 (December 2015): 1–48. http://dx.doi.org/10.1177/016146811511701208.

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Background/Context Despite decades of research, the persistence of the gap in student achievement between disadvantaged minority students and their middle-class peers remains unexplained. Purpose/Objective The purpose of the current article is to propose a new model of the achievement gap. Research Design Data were analyzed from three nationally representative data sets: The Early Childhood Longitudinal Study of the Kindergarten Class of 1998–1999 (ECLS-K), the National Education Longitudinal Study (NELS), and the Education Longitudinal Study of 2002 (ELS). Findings/Results The achievement gap may be explained as a consequence of the conventional structure of schooling and the failure to individualize task difficulty and provide performance feedback in a way that is necessary to ensure that all students experience mastery. Many students become disengaged and the effect is most severe for disadvantaged minority students. Alternative theories of the achievement gap do not adequately explain the observed pattern of data. A league table analysis indicates that interventions based on the proposed model of the achievement gap are more efficient than 21 alternative approaches for raising achievement and suggest a promising strategy for addressing the achievement gap.

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15

Nguru, Festo. "Gender Gap in Science Education." International Journal of Curriculum Development and Learning Measurement 4, no. 1 (August 4, 2023): 1–18. http://dx.doi.org/10.4018/ijcdlm.327282.

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There has been a prolonged tendency of the gender gap in interest, participation, and achievement in science worldwide. This article explored the gender gap in achievement of science; revisited the possible causes of gender gap in interest, participation and achievement in science; and revisited the suggested remedy measures in a science classroom. The information for the study was collected through a survey of a variety of 48 written sources. The study revealed that there is a significant gender gap in achievement in science in secondary schools in Tanzania. The responsible factors include male-oriented curriculum materials, patterns of classroom interaction, teaching, and evaluation; parents and teachers' lower expectations for girls' achievement in science; and socialisation of girls into dependence, nurturance, and passivity. The recommended solutions include the promotion of gender-responsive curriculum and practice.

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16

Singham, Mano. "The Achievement Gap: Myths and Reality." Phi Delta Kappan 84, no. 8 (April 2003): 586–91. http://dx.doi.org/10.1177/003172170308400808.

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Burris, Carol Corbett, and Kevin G. Welner. "Closing the Achievement Gap by Detracking." Phi Delta Kappan 86, no. 8 (April 2005): 594–98. http://dx.doi.org/10.1177/003172170508600808.

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Ramirez, Al, and Dick Carpenter. "Challenging Assumptions about the Achievement Gap." Phi Delta Kappan 86, no. 8 (April 2005): 599–603. http://dx.doi.org/10.1177/003172170508600809.

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19

Levin, Ben. "Schools, Poverty, and the Achievement Gap." Phi Delta Kappan 89, no. 1 (September 2007): 75–76. http://dx.doi.org/10.1177/003172170708900115.

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20

Ford, Donna Y., Tarek C. Grantham, and Gilman W. Whiting. "Another Look at the Achievement Gap." Urban Education 43, no. 2 (March 2008): 216–39. http://dx.doi.org/10.1177/0042085907312344.

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21

Stephens, Nicole M., MarYam G. Hamedani, and Mesmin Destin. "Closing the Social-Class Achievement Gap." Psychological Science 25, no. 4 (February 19, 2014): 943–53. http://dx.doi.org/10.1177/0956797613518349.

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22

Braun, Henry, Lauren Chapman, and Sailesh Vezzu. "The Black-White Achievement Gap Revisited." education policy analysis archives 18 (September 10, 2010): 21. http://dx.doi.org/10.14507/epaa.v18n21.2010.

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This study examines trends in Black student achievement and in the Black-White achievement gap over the period 2000 to 2007, employing data from ten states drawn from the NAEP Grade 8 mathematics assessments. Results are obtained for three levels of aggregation: the state, school poverty stratum within the state, and schools within poverty stratum. In addition, information on the ten states’ education policies for the period 1998 to 2005 was compiled. States relative ranks on the overall strength of their reform efforts were compared to their relative ranks with respect to their success in improving Black student achievement and in reducing the Black- White achievement gap. This study constitutes an extension of earlier work that considered the same issues for the period 1992 to 2000 and, thus, offers a unique comparison between the pre-NCLB era and the present one. Although the ten states certainly differed in their outcomes, the general picture at all three levels of aggregation is quite clear: The achievement gaps are substantial and the introduction of federally mandated high stakes test-based accountability through No Child Left Behind has had a very modest impact on the rates of improvement for Black students and on the pace of reductions in the achievement gaps between Black students and White students. Moreover, there was only a weak association between states’ policy rankings and their rankings related to test results. It appears there is a need for both fresh thinking on education reform and a more concerted effort to collect comprehensive longitudinal information on states' education policies.

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23

Miranda, Marie Lynn, Dohyeong Kim, Jerome Reiter, M. Alicia Overstreet Galeano, and Pamela Maxson. "Environmental contributors to the achievement gap." NeuroToxicology 30, no. 6 (November 2009): 1019–24. http://dx.doi.org/10.1016/j.neuro.2009.07.012.

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24

Cohodes, Sarah. "Charter Schools and the Achievement Gap." Future of Children 1000, no. 1 (2018): 1–16. http://dx.doi.org/10.1353/foc.2018.0008.

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25

Bower, Corey Bunje. "Social Policy and the Achievement Gap." Education and Urban Society 45, no. 1 (May 26, 2011): 3–36. http://dx.doi.org/10.1177/0013124511407488.

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Jeynes, William H. "School Choice and the Achievement Gap." Education and Urban Society 46, no. 2 (June 11, 2012): 163–80. http://dx.doi.org/10.1177/0013124512447101.

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27

Torff, Bruce. "Folk Belief Theory, the Rigor Gap, and the Achievement Gap." Educational Forum 78, no. 2 (March 19, 2014): 174–89. http://dx.doi.org/10.1080/00131725.2013.878424.

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28

Flores, Alfinio. "Examining Disparities in Mathematics Education: Achievement Gap or Opportunity Gap?" High School Journal 91, no. 1 (2007): 29–42. http://dx.doi.org/10.1353/hsj.2007.0022.

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29

Rathee, N. K. "Relooking at the Common Core Standards Through the Lens of Equity – Closing the Achievement Gap." European Scientific Journal, ESJ 13, no. 22 (August 31, 2017): 1. http://dx.doi.org/10.19044/esj.2017.v13n22p1.

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On the failure of No Child Left Behind (NCLB) to close the “achievement gap” between whites and minorities, the Common Core State Standards were heralded as the best way of raising academic standards for all children around the country and closing the achievement gap. Numerous reports have emerged questioning the efficacy of the Common Core Standards to deliver what was promised. Public disillusion is apparent. This paper is an attempt to revisit the Common Core Standards through the lens of data generated by its implementation. Quantitative data available from the National Assessment of Educational Progress (NAEP) for 4th, 8th and 12th grade students and their achievements scores for mathematics and reading for the years 2009, 2011, 2013 and 2015 were taken into consideration. Results have revealed no increase, much less significant, in the average achievement scores and no indication that the achievement gap was being narrowed. Recommendations have been made for having a relook at the content and the implementation of the standards.

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30

Fruehwirth, Jane Cooley. "Identifying peer achievement spillovers: Implications for desegregation and the achievement gap." Quantitative Economics 4, no. 1 (March 2013): 85–124. http://dx.doi.org/10.3982/qe93.

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31

Tanner, Tyrone, Douglas Hermond, Mathias R. Vairez Jr., Leslie Larchin, and Carol McCree. "Culturally Responsive Classrooms: Closing the Achievement Gap." International Journal of Diverse Identities 15, no. 1 (2015): 1–10. http://dx.doi.org/10.18848/2327-7866/cgp/v15i01/40014.

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32

Wang, Ying, and Duane Shuttlesworth. "Close the Achievement Gap With Professional Development." International Journal of Teacher Education and Professional Development 3, no. 1 (January 2020): 88–101. http://dx.doi.org/10.4018/ijtepd.2020010106.

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Professional development of teachers and the role it plays in improving teacher quality is a topic of considerable interest. The authors of this study examined the effectiveness of professional development (PD) to improve the quality of teaching for 21 reading teachers participating in a No Child Left Behind Summer Reading Institute. Data collection occurred over the four-week period of the Institute and two follow up sessions during the academic year 2017-2018. Data evaluation was both quantitative and qualitative in nature. The results suggest that PD helped this group of Mississippi Delta reading teachers improve in both content knowledge and pedagogical practice. The authors conclude that such PD plays a critical role in improving teacher quality from the underrepresented and underserved areas of the Mississippi Delta. Future studies could investigate the direct effects of PD programs such as that offered by the Institute on participating teachers students' learning outcomes.

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33

McCartney, Melissa. "On the origin of the achievement gap." Science 353, no. 6294 (June 30, 2016): 40.5–41. http://dx.doi.org/10.1126/science.353.6294.40-e.

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34

Kim, Jimmy. "Summer Reading and the Ethnic Achievement Gap." Journal of Education for Students Placed at Risk (JESPAR) 9, no. 2 (April 2004): 169–88. http://dx.doi.org/10.1207/s15327671espr0902_5.

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35

Milner, H. Richard. "Rethinking Achievement Gap Talk in Urban Education." Urban Education 48, no. 1 (December 14, 2012): 3–8. http://dx.doi.org/10.1177/0042085912470417.

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36

Quinn, David M., Tara-Marie Desruisseaux, and Akua Nkansah-Amankra. "“Achievement Gap” Language Affects Teachers’ Issue Prioritization." Educational Researcher 48, no. 7 (July 11, 2019): 484–87. http://dx.doi.org/10.3102/0013189x19863765.

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The term “achievement gap” is regularly used to describe between-group differences in educational outcomes. However, critics of the term argue that it implies the problem is merely one of student performance and may depress support for policies aimed at structural solutions. We hypothesized that the phrase “racial achievement gap” would elicit lower levels of issue prioritization than the phrase “racial inequality in educational outcomes” due to the latter’s connotations of social justice. In a randomized survey experiment with a national teacher sample ( N = 1,549), our hypothesis was confirmed. However, language did not affect teachers’ explanations for existing academic outcome disparities.

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37

Hirsh, Stephanie. "Professional Development and Closing the Achievement Gap." Theory Into Practice 44, no. 1 (February 2005): 38–44. http://dx.doi.org/10.1207/s15430421tip4401_6.

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38

Mackey, Allyson P., Amy S. Finn, Julia A. Leonard, Drew S. Jacoby-Senghor, Martin R. West, Christopher F. O. Gabrieli, and John D. E. Gabrieli. "Neuroanatomical Correlates of the Income-Achievement Gap." Psychological Science 26, no. 6 (April 20, 2015): 925–33. http://dx.doi.org/10.1177/0956797615572233.

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39

Morton, Jennifer M. "Cultural Code-Switching: Straddling the Achievement Gap." Journal of Political Philosophy 22, no. 3 (July 31, 2013): 259–81. http://dx.doi.org/10.1111/jopp.12019.

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40

Nisbett, Richard E. "The Achievement Gap: Past, Present & Future." Daedalus 140, no. 2 (April 2011): 90–100. http://dx.doi.org/10.1162/daed_a_00079.

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The achievement gap between blacks and whites owes nothing to genetics. It is not solely due to discrimination or social-class differences between blacks and whites. It is due in good part to environmental differences between blacks and whites stemming from family, neighborhood, and school socialization factors that are present even for middle-class blacks. The gap is closing slowly, but it could be closed much more rapidly, with interventions both large and small. Preschool programs exist that can produce enormous differences in outcomes in school and in later life. Elementary schools where children spend much more time in contact with the school, and which include upper-middle-class experiences such as visits to museums and dramatic productions, have a major impact on poor black children's academic achievement. Simply convincing black children that their intellectual skills are under their control can have a marked impact.

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41

Seaton, Eleanor K. "What the Achievement Gap Conversation is Missing." Review of Black Political Economy 37, no. 3-4 (January 2010): 275–77. http://dx.doi.org/10.1007/s12114-010-9072-0.

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42

Anderson, Elijah. "Reflections on the “Black–White Achievement Gap”." Journal of School Psychology 50, no. 5 (October 2012): 593–97. http://dx.doi.org/10.1016/j.jsp.2012.08.007.

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43

Stern, Jonathan M. B. "The “Developing” Achievement Gap: Colombian Voucher Reform." Peabody Journal of Education 89, no. 1 (January 1, 2014): 43–57. http://dx.doi.org/10.1080/0161956x.2014.862471.

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44

Gillian-Daniel, Donald L., and Sara B. Kraemer. "Faculty Development to Address the Achievement Gap." Change: The Magazine of Higher Learning 47, no. 6 (November 2, 2015): 32–41. http://dx.doi.org/10.1080/00091383.2015.1089757.

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45

Yeung, W. Jean, and Dalton Conley. "Black–White Achievement Gap and Family Wealth." Child Development 79, no. 2 (March 2008): 303–24. http://dx.doi.org/10.1111/j.1467-8624.2007.01127.x.

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46

Turner, Hana, Christine M. Rubie-Davies, and Melinda Webber. "Teacher Expectations, Ethnicity and the Achievement Gap." New Zealand Journal of Educational Studies 50, no. 1 (March 11, 2015): 55–69. http://dx.doi.org/10.1007/s40841-015-0004-1.

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47

Evans, Gary W., and Jennifer Rosenbaum. "Self-regulation and the income-achievement gap." Early Childhood Research Quarterly 23, no. 4 (October 2008): 504–14. http://dx.doi.org/10.1016/j.ecresq.2008.07.002.

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48

Raleigh, Elizabeth, and Grace Kao. "Is there a (transracial) adoption achievement gap?" Children and Youth Services Review 35, no. 1 (January 2013): 142–50. http://dx.doi.org/10.1016/j.childyouth.2012.09.019.

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49

Piescher, Kristine, Gregg Colburn, Traci LaLiberte, and Saahoon Hong. "Child Protective Services and the Achievement Gap." Children and Youth Services Review 47 (December 2014): 408–15. http://dx.doi.org/10.1016/j.childyouth.2014.11.004.

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50

Patterson, Nancy. "Tech Connect: Technology and the Achievement Gap." Voices from the Middle 13, no. 1 (September 1, 2005): 68–69. http://dx.doi.org/10.58680/vm20054759.

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The definition of “literate” continues to evolve as the expectations of society grow. Today, technological literacy is just as important as print literacy. Patterson encourages teachers to initiate conversation with parents, administrators, and policymakers about the importance of access to technology and its impact on learning.

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Journal articles on the topic 'Achievement gap'

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