UNDERSTANDING THE GAPS: WHO ARE WE LEAVING BEHIND - AND HOW FAR? - 1 views

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  #1 shommel on 30 Jun 18

   

  https://www.nea.org/assets/docs/18021-Closing_Achve_Gap_backgrndr_7-FINAL.pdf
  
  The data presented here by the National Education Association (NEA) identifies achievement gaps based on several socioeconomic and cultural indicators. The black-white achievement gap for example, that is often emphasized, is not nearly as prevalent as the income achievement gap. Students who come from low-income households are at risk of an achievement gap, but the data on ELL students is the most eye-opening. "As a group, ELLs face some of the most pronounced achievement gaps of any student groups and they graduate from high school at the lowest rate of all student subgroups." (Understanding, 2015) It stands to reason then, that ELL students from low-income households are generally at the greatest risk of falling into achievement gaps. As the NEA points out, "As of 2013, for the first time in recent history, a majority (51 percent) of public school students come from low-income families." (Understanding, 2015) In terms of closing the gaps, we as teachers can improve our instructional methods, but updating and/or modifying educational practices alone is not enough. "We must also address the social and economic factors outside the classroom that impact students' success inside the classroom, including economic inequality and socioeconomic segregation that profoundly impact educational opportunity and outcomes." (Understanding, 2015)

   

  <div class="cArrow"> </div><div class="cContentInner"><a href="https://www.nea.org/assets/docs/18021-Closing_Achve_Gap_backgrndr_7-FINAL.pdf" rel="nofollow" target="_blank">https://www.nea.org/assets/docs/18021-Closing_Achve_Gap_backgrndr_7-FINAL.pdf</a> <br /> <br /> The data presented here by the National Education Association (NEA) identifies achievement gaps based on several socioeconomic and cultural indicators. The black-white achievement gap for example, that is often emphasized, is not nearly as prevalent as the income achievement gap. Students who come from low-income households are at risk of an achievement gap, but the data on ELL students is the most eye-opening. "As a group, ELLs face some of the most pronounced achievement gaps of any student groups and they graduate from high school at the lowest rate of all student subgroups." (Understanding, 2015) It stands to reason then, that ELL students from low-income households are generally at the greatest risk of falling into achievement gaps. As the NEA points out, "As of 2013, for the first time in recent history, a majority (51 percent) of public school students come from low-income families." (Understanding, 2015) In terms of closing the gaps, we as teachers can improve our instructional methods, but updating and/or modifying educational practices alone is not enough. "We must also address the social and economic factors outside the classroom that impact students' success inside the classroom, including economic inequality and socioeconomic segregation that profoundly impact educational opportunity and outcomes." (Understanding, 2015)</div>

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