Achievement gap in education and outcomes

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 society. This made it difficult for them to be able to make these adjustments based upon certain advantages being provided to specific segments of society. Throughout the course of American history, these practices made it harder for minorities to receive the support they needed. Instead, they were forced to receive access to second class educational services. These differences in the quality of materials and services, resulted in the majority (i.e. whites) receiving the best education possible. While certain segments of society (i.e. African-Americans, Indians and Latinos) were relegated to the role of second class citizens. This created a shift as they were given less opportunities for economic advancement. (Ladson -- Billings, 2006)

Economic components are focusing on how much money is spent between various schools in minority communities and those of affluent (white families). This has added to the problem, with many poor urban areas not receiving the support or funding to match the levels of suburban communities. Evidence of this can be seen with Larsen -- Billings (2006) saying, "The Chicago public schools spend about $8,482 annually per pupil. While nearby Highland Park spends $17,291 per pupil. The Chicago public schools have an 87% Black and Latina/o population, while Highland Park has a 90% White population. Per pupil expenditures in Philadelphia are $9,299 per pupil for the city's 79% Black and Latina/o population, while across City Line Avenue in Lower Merion, the per pupil expenditure is $17,261 for a 91% White population. The New York City public schools spend $11,627 per pupil for a student population that is 72% Black and Latina/o, while suburban Manhasset spends $22,311 for a student population that is 91% White." These differences in spending on education for minorities are contributing to the achievement gap in society. (Ladson -- Billings, 2006)

The social -- political factors are reflecting the amounts of exclusion where minorities are left out from the political process. In the field of education, most of the issues which are important to these segments are often ignored. The result is that an achievement gap will exist from not giving these individuals access to the entire process. (Ladson -- Billings, 2006)

A good example of this can be seen from Ladson -- Billings saying, "It is hard to imagine such a similarly drastic action on behalf of African-American, Latinos and Native American children in schools. For example, imagine that an examination of the achievement performance of children of color provoked an immediate reassignment of the nation's best teachers to the schools serving the neediest students. Imagine that those same students were guar- anteed places in state and regional colleges and universities. Imagine that within one generation we lift those students out of poverty. As a result of the sociopolitical component of the education debt, families of color have regularly been excluded from the decision- making mechanisms that should ensure that their children receive quality education. The parent -- teacher organizations, school site councils, and other possibilities for democratic participation have not been available for many of these families." These insights are showing how the inability to access key decision makers is contributing to achievement gaps from inequality in the way educational services are delivered. (Ladson -- Billings, 2006)

The author in the Brownplus50 article uses critical race theory to discuss the achievement gap. Identify her major points and her central argument of why a critical race perspective is necessary to understanding the achievement gap.

The Critical Race Theory is concentrating on addressing any kind of disparities that were not covered by civil rights legislation. The basic idea is to create an alternative approach for minorities to be able to address the achievement gap. This is achieved through acknowledging that racism is engrained as a basic part of the American system. (Love, 2004)

The result is that minorities do not have access to the same services. This is in spite of civil rights legislation to address these issues. It believes that liberalism and meritocracy are vehicles for self-interest, power and privilege. This gives everyone a false sense of hope. As they believe that anybody who works hard to obtain wealth, power and privilege are ignoring these inequalities. They allow racism to exist on different levels. (Love, 2004)

To support these arguments; she claims how both sides will engage in storytelling and counter storytelling. Storytelling is when the majority will justify why they are supporting specific policies that allow this to occur. This is achieved through thinking that schools are often neutral and will serve the interests of different stakeholders in the process. (Love, 2004)

However, this is not realistic, as these attitudes enable this to occur. Evidence of this can be seen with Love (2004) saying, "Specific tools used in the construction of majoritarian stories serve to obscure white privilege and cause it to appear as normal, natural, and ordinary. These tools includes such devices as fostering invisibility, making assumptions of what is normative and universal, promoting the perspective that schools are neutral and a political, promoting the myth of meritocracy, endorsing the notion that there is equal educational opportunity for all, referencing dominants as 'people,' while others are subordinates. Not only do these tools obscure white privilege, they also obscure the ways people of color are subordinated by the rules, policies, and everyday procedures of organizational and institutional life. Typically, majoritarian stories are constructed so that responsibility for their own subordination falls on the subordinated people." This is illustrating how the majority will seek out some kind of ways justifying and maintaining the status quo. (Love, 2004)