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¶ … Racial Gap in Teachers' Perceptions of the Achievement Gap," Jeffrey Uhlenberg and Kathleen M. Brown examine possible reasons for the disparity between Black and White student academic performance. In addition to examining prior research, the authors surveyed teachers to assess their perceptions and opinions about the achievement gap. The four main categories under investigation are the child; the parent(s) and home environment; the teachers; and the school system. The authors surveyed both Black and White teachers to determine whether there was any significant difference in their perceptions. While most of the results confirmed the authors' hypothesis that Black teachers would focus more on the teachers and school system than on the student or the home environment and that the reverse would be true for White teachers. However, the results of the survey show that all teachers, regardless of race, point to several factors that impact the disparity between minority and white students.
The authors demonstrate race-neutral factors that negatively impacting the achievement gap, including oversized classes, especially in inner-city schools; under-qualified teachers; relevance of standardized testing; and poor parenting or adverse home environment. In conclusion, Uhlenberg and Brown suggest such solutions as reducing class size, increasing access to supplementary education programs like tutoring, after-school or summer sessions, or parent outreach services, and increasing parent-teacher communication. The authors also suggest that more Black teachers be employed, especially to serve schools in majority-Black communities. Moreover, diversity training might be appropriate for teachers of all races and ethnicities.
Uhlenberg and Brown's study illuminates personal experience with the achievement gap as well as with simply witnessing the drawbacks of oversized classes and poorly-run school systems. I agree with the authors' suggestions about potential ways to minimize the achievement gap, and I do believe that staffing schools with more minority teachers would positively impact the achievement of minority students. As it is now, low expectations and unintentional or intentional racism hinder student performance.
The study had two central purposes: 1. To identify reform-related practices in mathematics instruction that have increased, decreased, or not changed since the implementation of high-stakes testing, based on educators' perceptions. 2. To determine educators' perceptions of the effects of reform-related practices on improving student achievement since the implementation of high-stakes testing. Research Questions High-stakes testing in mathematics has redefined the way teachers instruct students who underperform or learn at different rates or
Perception of Racism and Colour Students Historically, ethnic minorities are at a disadvantage in comparison to their White counterparts in real society. Living in poverty also plays a role in being considered a disadvantaged individual. According to Boyle (2008) and the 2006 U.S. Census Bureau American Community Survey, 25.3% Black/African-Americans, 21.5% Hispanics, and26.6% Native Americans and Native Alaskans live under the poverty line (Boyle 2008).In comparison, 10% of Whites and Asians
A judge's discretion can mean the difference between a young African-American person going to jail and having his or her life irreparably damaged or being placed in a program that might have a chance to save a human being. While judges cannot be caseworkers, they can look at the circumstances of a young offender's life to make rational and reasoned evaluations of someone's risk to society. This can be demonstrated
Black-White Achievement Gap As recently as 1998, the press was reporting that African-Americans score lower than European-Americans on vocabulary, reading, and math skills tests in general, as well as on standardized tests claiming to measure scholastic aptitude and intelligence. Although the gap had narrowed somewhat after 1970, the American black child still scored lower than whites, as much as 15% lower. Despite abundant speculation and a wealth of research, no one
Achievement Gap Provide 3 reasons why Ladson-Billings defines the "achievement gap" as the "educational debt." Ladson and Billings are defining achievement gaps as educational debt based upon three primary factors. The most notable include: historical, economic and social - political factors. These different areas transform how someone looks at achievement and their role in reaching different objectives. (Ladson -- Billings, 2006) Historical components are focusing on how inequalities existed in many areas of
The achievement gap also may ultimately negatively affect the U.S. As it may cause the nation to become less competitive in the increasingly global communities (What is the…, 2009). In addition, research indicates that the achievement gap contributes to students who more likely grow up to be unemployed, incarcerated, and poor. Consequently, a quality education proves critical for Black children (Elder, ¶ 3). Causes Contributing to Achievement Gap Causes contributing to