Closing the Achievement Gap: Interventions and Best Practices
This literature review examines the academic achievement gap, which disproportionately affects students along racial, economic, and cultural lines. Drawing on sources retrieved from academic databases, the paper identifies three major themes: targeted interventions (including STEM-focused programs such as C-STEM in California), racial and linguistic disparities affecting African-American and Latino students, and broader societal factors that inform best practices. The review argues that a single, uniform approach is insufficient and that effective strategies must be tailored to specific populations, grounded in evidence-based practice, and guided by proactive rather than reactive leadership. The paper concludes that a blended approach addressing both current and prospective challenges is essential.
- Introduction: Frames the achievement gap and review methodology
- Targeted Interventions: STEM-focused programs addressing multiple disadvantaged groups
- Racial Gaps: Disparities affecting African-American and Latino students
- Societal Factors and Best Practices: Evidence-based strategies and leadership roles
- Conclusion: Proactive, blended strategies as the path forward
✍️ How to write this paper — guide, tools & examples ▾
What makes this paper effective
- Organizes a multi-source literature review into clear, thematic sections that build logically from general interventions to specific populations to systemic best practices.
- Grounds claims in cited peer-reviewed sources rather than unsupported assertion, lending credibility to each argument.
- Acknowledges intersectionality — for example, noting that students belonging to multiple disadvantaged groups may require blended approaches — which reflects nuanced thinking about a complex problem.
Key academic technique demonstrated
The paper demonstrates thematic synthesis in a literature review: rather than summarizing each source in isolation, it groups findings under unifying themes (targeted interventions, racial gaps, societal factors) and draws connections across studies. This approach allows the writer to construct an argument about what the body of research collectively suggests, rather than merely cataloguing individual findings.
Structure breakdown
The paper follows a standard five-section literature review structure: an introduction that frames the problem and explains the search methodology; three body sections each organized around a distinct theme; and a brief conclusion that synthesizes takeaways and advocates for proactive, blended strategies. The references section closes the paper in APA format.
Introduction
There is much to be said about the achievement gap. Indeed, there is an alarming chasm between top performers and many others further down the scoring and achievement spectrum. The most disturbing aspect of the problem is that these gaps often fall along income, racial, and other pronounced socioeconomic lines. As with any other problem, there are possible interventions that can be used to curtail and prevent it from growing larger and harder to manage. The interventions examined in this literature review were identified through academic databases such as EBSCO, using "achievement gap" and similar search strings as parameters. Generally speaking, targeted interventions that address the root of the problem at the cultural and economic levels are what it takes to stem the issues in question. While there are no easy or simple answers when it comes to the achievement gap, the hard questions — and their answers — must be confronted in order to truly solve the problem.
References
Assouline, S. G., Ihrig, L. M., & Mahatmya, D. (2017). Closing the excellence gap: Investigation of an expanded talent search model for student selection into an extracurricular STEM program in rural middle schools. Gifted Child Quarterly, 61(3), 250–261.
Kuchey, D., & Flick, M. (2017). Contest corner: Narrowing the achievement gap with C-STEM curriculum. Ohio Journal of School Mathematics, 75, 49–53.
LaCour, S. E., York, A., Welner, K., Valladares, M. R., & Kelley, L. M. (2017). Learning from schools that close opportunity gaps. Phi Delta Kappan, 99(1), 8. doi:10.1177/0031721717728271
Mette, I. M., Nieuwenhuizen, L., & Hvidston, D. J. (2016). Teachers' perceptions of culturally responsive pedagogy and the impact on leadership preparation: Lessons for future reform efforts. International Journal of Educational Leadership Preparation, 11(1).
Olson, C. B., Matuchniak, T., Chung, H. Q., Stumpf, R., & Farkas, G. (2017). Reducing achievement gaps in academic writing for Latinos and English learners in Grades 7–12. Journal of Educational Psychology, 109(1), 1–21. doi:10.1037/edu0000095
Royle, J., & Brown, C. G. (2014). School administrators' perceptions of the achievement gap between African American students and White students. Education Leadership Review of Doctoral Research, 1(2), 85–95.
Yarbrough, J. L., Cannon, L., Bergman, S., Kidder-Ashley, P., & McCane-Bowling, S. (2017). Let the data speak: Gender differences in math curriculum-based measurement. Journal of Psychoeducational Assessment, 35(6), 568–580.
Young, J. L., Young, J. R., & Ford, D. Y. (2017). Standing in the gaps: Examining the effects of early gifted education on Black girl achievement in STEM. Journal of Advanced Academics, 28(4), 290–312. doi:10.1177/1932202X17730549
Already a member? Log in
Unlock the rest of this paper
135,000+ research papers · AI writing tools · Plagiarism & AI detection
7-Day Pass
Does not renew
Get 7-Day PassMonthly
Renews at $12.99/month until canceled
Start MonthlyAnnual
Renews at $99/year until canceled
Start Annual- Unlimited AI writing tools
- Plagiarism and AI text detection tool
Plan details
Unlimited AI writing tools are for individual, non-automated use and are subject to our Terms of Service and abuse-prevention measures.
TextChecker scans: 3 during the 7-Day Pass, or 5 per month with Monthly and Annual.
Prices exclude applicable tax.
Always verify citation format against your institution’s current style guide requirements.