Darling-Hammond broke the article into different sections which made the flow of the paper easier to read and understand when a new topic was introduced. By separating the sections of the article, she allowed a new discussion to occur underneath the overall topic of unequal opportunity with education. The author also used factual information to further back the observations being made. An example of this would be when she started the discussion about the end of legal segregation within the school systems and noted the scores of African-American students Scholastic Aptitude Test (SAT) to climb 54 points between 1976 and 1994, while the white students remained the same (Darling-Hammond,. 1998). Darling-Hammond brings this statistic into the article because it strengthens her argument that equal opportunity for education causes students to achieve better overall grades and test scores due to the availability of resources.
His goal, to close the achievement gap in his classroom. The consistent thoughts throughout chapter three is that the way to close the gap is to provide adequate funding. I am in complete agreement with David and Cuban that if policymakers continue to believe that the achievement gap can be closed by setting high standards but not providing the means to attain these standards, then the gap between white and black, high and low, poor and rich, English speaking and non-English speaking will remain! Summary Chapter three of “Cutting Through the Hype”, discusses not only the history of the achievement gap but also, where the idea of closing the achievement gap originated, what problems closing the achievement gap would solve, the question, does focusing attention on closing the achievement gap work?, and the solution to the achievement gap in their eyes.
The dataset used in the analysis is the grades.dat; it was used to analyze the performance of the students in the GPA and the final. The dataset includes information collected from the survey of 105 students and includes variables such as performance and demographic variables. The variable GPA measures the performance
The numbers have been proven in both that black students have fluctuated a school’s test scores, but “The Problem We All Live With” shows the impact on a greater scale, compared to a high school
The essay Facts on Achievement Gap by Diane Ravitch is about how the achievement gap is getting larger and worse. The essays talks about two main arguments which are American and Hispanic children have lower test score than White and Asian children and the other point is that the performances of American international students test scores is unexceptional.
Confidence in the principle of universal equality of educational opportunity is difficult to maintain when one views the breadth of the educational landscape in America. When observing two schools that fall on opposite sides of the spectrum in nearly every measurable aspect, it is crucial to make sense of where such disparity is founded so that the education system can be altered to better society. One such example of a tremendous educational gap is found in the 3.6 miles that span between the Nashville High Schools Pearl Cohn and Hume Fogg. Pearl Cohn, an entertainment magnet school located in a predominantly African American and poor socioeconomic area, has a 69% graduation rate, whereas Hume Fogg, an academic magnet school with 97% of students
Carnoy, Loeb, and Smith (2003) found a weakness in the relationships between TAKS scores and other outcomes such as high school graduation rates and scores on college entrance exams. Other researchers (Klein, Hamilton, McCaffrey, & Steecher, 2000) analyzed increases in scores in Texas on the NAEP, increases that they state political leaders attributed to the accountability system, and found that Texas score improvements in mathematics at grade 8 are not significantly different from those of other states that did not have strong accountability systems in place. In fact their data show evidence that the achievement gap between white students and underrepresented minorities actually increased. Some argue that the data show that the accountability program actually negatively impacts schools that were already academically behind before the implementation of the accountability system (Fassold,
Despite an increase of education scores in the past decade, the United States still trenches behind many countries. Scores found in the Programme for International Student Assessment, the most popular cross sectional test, finds that the United State ranks thirty-eight out of seventy-one countries in test performances of english, math and science literary. But within the country itself contains a deeper issue. The term “achievement gap” is used to describe the polarity between the academic performances of minorities, such as Black and Hispanics, to those of Asians and White students; which are found to be much lower than the latter. Besides test scores, this achievement gap is most apparent in grades and drop-out rates as well.
A students ACT and SAT score is just one portion of many college applications. Colleges and Universities look at GPA, an essay, and letter of recommendations to determine a student’s admission. Many people believe that the importance of the ACT or SAT score depends on the college and what other things the student has to offer (Drinkworth, 2015). The ACT and SAT tests can be an important factor in college admissions because they tests are on all subject areas, math, reading, writing, and science. Since each area is graded separately and the score is later averaged out it shows how the students does overall in the general
SATS and ACTS have been used for numerous years as a way to gauge a student’s academic success while in college. Students have the choice which test they would prefer to take and most colleges do not prefer one test over the other. There are a few key differences between the SAT and ACT, which may make one test more suitable than the other for those taking the tests. Many studies have proven that the SAT and ACT are not the best judge of future success, and that colleges should focus their applications more on past grades and accomplishments to decide which students should be accepted to their university. SATs and ACTs are not an effective measure of college readiness and future academic success.
Introduction Since the beginning of American history men have held the majority in education, and for a while they occupied it entirely. Slowly, the roles began to reverse in the direction of the other binary gender, where females were becoming the majority in education, or were at least testing and scoring better than their male counterparts. This fact carries over into African American students as well except the disparity between females and males who find success in high school has reached a point where it is adversely different. In summation, the problem at hand is “the educational achievement of young African American males is significantly less than their female counterparts” (Allard, 2008). This study will explore the “interrelationship”
African American males are more probable than those of other set of ethnicities to be suspended from school. They are not properly represented in programs for the extremely proficient, but are in excessively represented in specialized curriculum programs, and out done consistently by their female’s counterparts. As an outcome, African American guys regularly encounter the most difficulties in advanced education situations as both students and
Asian students perform as well as white students in reading and better than white students in math. Reformers ignore these gains and castigate the public schools for the persistence of the gap. Closing the racial achievement gap has been a major goal of education policy makers for at least the past decade. There has been some progress, but it has been slow and uneven. It isn’t surprising that it’s hard to narrow or close the gap if all groups are improving.
Martha Peraza SOC 3340 Inequality in Education California State University, Bakersfield Abstract In the United States, there exists a gap in equality for different demographics of students. The factors contributing to educational disadvantages include socioeconomic struggles, gender of students, language or culture, and particularly for the scope of this paper, race.
Students are most essential asset for any educational institute. The social and economic development is directly linked with student academic performance. The students’ performance plays an important role in producing the best quality graduates who will become great leader and manpower for the country thus responsible for the country’s economic and social development. Student academic performance measurement has received considerable attention in previous research, it is challenging aspects of academic literature, and science student performance are affected due to social, psychological, economic, environmental and personal factors. These factors strongly influence on the student performance, but these factors vary from person to person (Irfan Mushtaq and Shabana Nawaz
