Documente Academic
Documente Profesional
Documente Cultură
Olivia Clarey
This paper was written for Education 265, taught by Dr. Hilarie Welsh
The Achievement Gap in the United States 2
good grades, or a feeling of success and excitement towards future education. But the
determinants of ‘achievement’ vary widely between teacher approval, test scores, grading, and
much more. These lower test scores, dwindling feeling of student success, and the desire to
continue onto future education is much lower among students of the minority group.
Questioning the achievement gap and the range of its complexity seems simple, but the
answers are surprising. The Achievement Gap in the United States is more than just a gap in
numbers, it “is ‘a matter of race and class. Across the U.S., a gap in academic achievement
persists between minority and disadvantaged students and their white counterparts” (Ladson-
Billings, 2006, p. 3). In an article titled “Understanding Achievement in U.S. Schools” by Gloria
Ladson-Billings, one learns that the achievement gap commonly takes place in groups of
minority, English Language Learning, and low socio-economic students. The history of our
nation, and the relationship between race and ethnicity are the beginning and end of the
Achievement Gap in the United States. Nothing will be fixed, until the relationships are
mended.
What is the Relationship Between the Achievement Gap and Minority Students?
Race is a part of the background and face of many issues in today’s society. Minority
groups are getting larger in the United States. Our schools are becoming more diverse, and
people are finally beginning to recognize the gap in achievement between minority students
and White students in the US. This gap goes beyond White and Black, and reaches into even
more ethnic areas such as Hispanic, Native American, and much more. The individual life and
The Achievement Gap in the United States 3
upbringing of students of minority reflects on their learning and future success. Cultural
background, beliefs, and other factors all contribute to the individual student and their own
academic success. It is evident though that race and ethnicity of minority students has an effect
An article titled “The Achievement Gap Between White and Non-White Students”
outlines various categories of minority achievement. The article also emphasizes the gap
between White and Non-White students and analyzes various studies done on minority
achievement. One study, “reported academic achievement gaps among 22 elementary schools
whose students who were Hispanic, Black, and White, in a California school district” (Rojas-
LeBoeuf, 2012, p. 12). They analyzed the results of these students’ test scores in core areas of
math, science, and language arts. After looking at various studies, researchers in this article,
“concluded that achievement gaps develop for Black students and White students, as well as
between Hispanic students and White students” (Rojas-LeBoeuf, p. 12). Many expect the
achievement gap to be between White and Black students, because the attention to racial
differences is so strong in this area. The gap goes beyond, and reaches into more than one
category of minority. Race, ethnicity, gender, socioeconomic status, and more all have an effect
A second article called “No ‘White’ Child Left Behind” provides a wonderful discussion
about the simple privilege that White students tend to have over other students. The article
starts off by saying, “The role of race can be detrimental to the academic achievement of
minorities” (Rowley, 2011, p. 94). They go on to explain that just the color of one’s skin, and
their cultural upbringing can have an enormous impact on one’s future academic success. For
The Achievement Gap in the United States 4
some, this characteristic can be detrimental, and for others it is a privilege. In a study
conducted on 10th grade students across the nation, “White students are more likely to spend
additional hours, and achieve higher grades, on homework than Black students” (Rowley, p.
97). This is intriguing, because it is evident that the ethnic background of a student has an
impact on their desire to be academically active and successful. It was also interesting to read
that “the number of school rules also showed a meaningful difference… Black students tending
to be enrolled in schools with more rules than White” (Rowley, p. 97). The explanations in this
article show that White students were often times attending schools that had less behavior
regulation than that of Black students. However, these statistics are not representative of the
nation as a whole, but rather one area. The behavior, and rules of a school all have an effect on
student success. If there are fewer instances of distracting behavior, students will be more
engaged, and more meaningful learning can occur. This can change academic success. If Black
students are going to schools where there are more rules, there is a chance that there are more
instances of negative or disruptive behavior; thus taking away from their learning experience
and future success. There are more things than just rules and disruptive behavior that take
away from any student’s learning. The incidences of these behaviors are more prevalent among
the minority population, according to Rowley’s article (2011). The relationship between
minority students, and their academic success is one that needs great improvement and aid.
What is the Relationship Between the Achievement Gap and English Language Learners?
One of the key areas of effect within the achievement gap is relative to English Language
Learners. A variety of first languages is increasing in the United States, and individuals who
speak multiple languages, or are bilingual, are becoming more present. Many students
The Achievement Gap in the United States 5
participate in English Language Learning (ELL) programs during their school days. The students
speak a variety of languages that have the potential of creating a barrier in their learning
experience. For this very reason, the education and achievement of ELL students can vary
greatly. In an article titled “Assessing English Language Learners’ Achievement”, the author
discusses that “ELLs can be very different in terms of their non-English language and previous
exposure to this language… Also, ELLs vary at which age and grade they enter U.S. schools and
what curricula they have been exposed to” (Duran, 2008, p. 302). The author establishes that
ELL students within the US vary in their ages and English speaking capacity. Some know very
The student’s English speaking capacity is important because students in most schools
are assessed similarly. As explained by Duran, “Assessments can be designed to work better for
these students… and better represent the social and cultural dimensions of classrooms that are
related to the opportunities to learn for ELL students” (Duran, p. 317). Overall, the
examinations that students have to take, whether just for classroom assessment, or
standardized observation, are varied for ELL students. However, research has shown that there
is a gap in ELL student assessments in English and Reading. “Research has shown that reliability
of assessment performance is high to very high for ELLs on math and science assessments but
only moderate to moderately high on English assessments, suggesting that greater demand on
English can make ELLs test performance less stable” (Duran, p. 317). This evidence explains that
ELL students may see a gap in their achievement compared to white or English-speaking
students. The ELL students have success in common areas like math and science, but where
their language and their cultural upbringing differs, we see a gap. There tends to be a lack of
The Achievement Gap in the United States 6
understanding in the difficulty of adapting and utilizing a new language. For a complex language
like English, it is understandable why an ELL student may see a gap in their achievement,
What is the Relationship Between the Achievement Gap and Lower Socio-Economic Status
Students?
While one may not associate a student’s family and financial status as being relative to
their academic success, the two are very closely tied. The article “The Achievement Gap
Between White and Non-White Students” goes into great detail about the relevance of
socioeconomic status and family role. “A family’s home stability and economic circumstances
play an important role in academic success” (Rojas-LeBoeuf, 2012, p. 7), because they are
central to the student’s background. A student’s family background influences every part of
their day, whether it is in a positive or negative way. Students need to meet basic psychological
and physiological needs in order to be successful in any area of their life. If they are not
receiving positive encouragement and support, and they are not meeting basic physical needs,
The economic stability and level of a student’s home life has shown to contribute to the
achievement gap in the United States. The author states, “Poverty brings adversity and missed
opportunities for families and, most importantly, children” (Rojas-LeBoeuf, p. 7). As previously
explained, students need to meet certain needs in more than one area. If a student is growing
up and living in a state of poverty, they are most likely not meeting more than one area of
physiological or psychological need. Many minority students in schools are living in homes
where they are of lower socioeconomic status. “Researchers have estimated that Hispanics are
The Achievement Gap in the United States 7
homes where the parent is often times working hours greater than a full-time job.
The gap is created by a lack of individual access to resources, and a lack of family
support. Studies have shown that “poor children continue to lack proficiency in reading
because of the ‘absence of reading materials, such as books and magazines’” (Rojas-LeBoeuf, p.
7). If a student does not have individual access to school related materials, they have a more
difficult time working on schoolwork outside of their classroom. Their inability to practice and
complete homework contributes to their gap in academic achievement. If they also do not have
parent help or family support at home, there is an evident lack of achievement. It has been
documented, “that families who were involved in their child’s schooling and classroom
activities had higher grade point averages than their classmates” (Rojas-LeBoeuf, p. 8). If a child
is not receiving support at home, their desire to achieve success may be lessened. They are not
receiving encouragement, and may not see meaning in their learning. Students need positive
interactions, whether with a parent or teacher, in order to have individual success. The
psychological benefits show that “cognitive stimulation within the home, increased students’
academic achievement overall” (Rojas-LeBoeuf, p. 8). The home life of a student is extremely
important in determining a child’s future success, and their place in the achievement gap in the
US.
One of the greatest weapons used to fight the achievement gap with minority students
is Multicultural Education. In a sense, the root of this paper is one of the greatest combatants
for closing the gap. Multicultural education has been shown to improve the effects of
stereotyping and limit the attitudes of prejudice among learners and educators. Education in
the areas of race, disability, gender, and class can alleviate the attitudes and experiences of
procedure, substance, and value of education to reflect the cultural, ethnic, linguistic, social,
and racial pluralism in the United States” (Okoye-Johnson, 2011, p. 1255). Previously discussed
in this paper, “as the nation’s public school enrollment is increasing, the diversity of the student
common to see within the schools; seeing students of different cultural and ethnic backgrounds
is not uncommon. Multicultural education is important in these areas so that students and
teachers are more accepting of one another, and the educational environment is productive for
This same article points out that, “research on attitudes has shown that planned
interventions, programs, and activities are capable of positively modifying racial attitudes”
(Okoye-Johnson, 2011, p. 1258). Existing attitudes have negative effects on the members of
various ethnic and minority groups. Having educational opportunities available to all students,
and teachers, allows for the modification and adaptation of pre-existing attitudes and beliefs
about others. It helps eliminate any preconceived ideas of stereotype and prejudice against
groups of other race and cultural background. Having an effective multicultural education
program, “would teach minority ethnic groups how to free themselves from psychological
The Achievement Gap in the United States 9
captivity, stress social action, acquire humanistic dispositions toward all ethnic groups, realize
power and realize ethnic identity (Okoye-Johnson, 2011, p. 1259). Not only does multicultural
education benefit teachers and individuals of the larger social group, but it is also a positive and
enriching experience for individuals of the minority groups. It allows them the chance to
strengthen their self-concept about the cultural background and upbringing, and instills
confidence in who they chose to embody. It gives them the chance to realize that regardless of
their skin color and social standing, they are still capable of being successful and they have the
capacity to reach the high-achieving standards they have set for themselves.
education in the curriculum of schools creates an atmosphere where racial attitudes and
academic achievement are improved” (Okoye-Johnson, 2011, p. 1267). Simply put, having a
the attitudes and feelings around us. Multicultural education helps improve the academic success
of students around us, or those we educate; closing the gap of achievement for minorities.
Methods for Closing the Achievement Gap for English Language Learners
When looking at the achievement gap for English Language Learning students, it is
evident that the gap is complex. There is more than one way of looking at the disparities, and
more than one way of mending the gap. According to the article, “Effective Instruction for
English Language Learners”, the easiest and best way to close the gap is by creating an effective
educational program for ELL students. The author explains that, “the fastest-growing student
population in U.S. schools today is children of immigrants” (Calderon, 2011, p. 103). Because of
The Achievement Gap in the United States 10
this, many students are being introduced to the U.S. education program with minimal English-
speaking capacity. One of the largest problems with this is the lack of, or insufficient, ELL
programs available for these students. While there are some programs across the nation that
are exceptional, the majority fall behind. Due to this disparity, we see the gap in achievement
of ELL students.
This same article goes on to inform that, “in elementary schools, English learners
commonly receive thirty minutes of English as a Second Language (ESL) instruction but attend
general education classes for the rest of the day” (Calderon, 2011, p. 103). This only contributes
to the disparities, because if students are not receiving adequate instruction from a teacher
who speaks their first language, or can properly accommodate, they are not going to
comprehend or retain any educational material during the majority of their school day.
Calderon goes on to say that, “Researchers consistently find wide and persistent achievement
gaps between English learners and English-proficient students- gaps that signal a need for
increased teacher and staff preparation” (Calderon, 2011, p. 106). This article gives readers
reason to believe that if there was greater preparation, or a stronger curriculum and plan for
If there is a strong desire within the school to close their gap, they can better
coordinate, and provide resources for their ELL students. If the effort is there, “schools can
more effectively address these students’ language, literacy and core content needs” (Calderon,
2011, p. 106). Calderon believes that the underlying motivation to help these students is the
fundamental obstacle in the closing the gap in ELL academic achievement. Institutional
preparedness is essential for ELL students to succeed and achieve high academic standards.
The Achievement Gap in the United States 11
After analyzing various schools and their ELL student data, Calderon states, “Based on the
findings from recent studies, what matters most in educating English learners is the quality of
instruction” (Calderon, p. 107). The complexity of learning a new language, while also learning
new educational material is something most individuals do not understand personally. Having
the patience and preparedness for students learning English, and information in the general
Methods for Closing the Achievement Gap for Lower Socio-Economic Status Students
The quality of education a student receives is different in any school. School practices
are different, regardless of the school type and age group. The individual treatment, and quality
of individualized attention and retention also varies greatly with each student. This variation is
caused by multiple factors, but in many cases, the root is race or socio-economic status. In an
article discussing the socio-economic status of students, and the student’s latter academic
achievement, it is implied that “school practices are not neutral in their treatment of students
of varying socio-economic backgrounds” (Caro, 2009, p. 560). Schools do not necessarily treat
their students exactly the same. Whether or not schools have programs available, like free and
reduced lunch programs, the students still experience varying treatment. If schools were to
modify the treatment of students of lower SES, and make their future achievement in school a
priority, we may see a lessened gap as they age and continue with their education. Caro notes
that “scholars have shown that a socio-economic gap in the early school years has lasting
consequences” (Caro, 2009, p. 559). The gap shows worsening over time because as students’
age, their economic status, and their home-life, often tends to worsen. If they are not
motivated to continue, students tend to develop poor social and academic habits and, “are
The Achievement Gap in the United States 12
prone to leave school early” (Caro, p. 559). Many schools show a lack of encouragement in the
future of their students. While they may desire to see their students succeed, few schools go
out of their way to make sure their kids have an environment outside of school that supports
their academic achievement. If schools motivated or created a program that outlined future
movement in education, the students may see a meaning to their learning and continue
forward. It is possible that students who receive treatment that lacks support may give up on
their future education and lower their standards for academic success.
Another area of improvement in any school setting is the grouping of students. Caro
discusses the impact that grouping students, of any background, has on educational retention.
Caro states that, “Socio-economically biased assignment into groups during school years
produces divergent educational outcomes among SES groups” (Caro, 2009, p. 579). Often times,
there are reports of, “low SES children being repeatedly located in low ability groups, and high
SES children placed in high ability groups” (Caro, p. 579). There is an applied stigma that
students of higher SES have a greater chance at success simply because of their upbringing;
hence the educational gap in achievement. If schools were to eliminate this grouping practice,
and acknowledge the academic ability and educational capacity of all students, regardless of
any stigma, we may see a decline in low SES disparity. If ability grouping and bias were
eliminated, the effects of the gap between high and low SES would become minimal. There is
an importance of challenging students who show higher ability. However, according to Caro,
“ducators should encourage grouping practices that reduce the gap” (Caro, 2009, p. 580).
Teachers are more than capable of acknowledging any given student’s current level of ability.
The Achievement Gap in the United States 13
Often times, however, teachers do not place students accordingly. Many times, teachers have
their own bias, and group their students based on their preconceived ideas.
A final, and key way of improving the lower SES achievement gap comes from the
students’ home life. If a student is in a living environment where their education is not the first
priority, the student needs to be accommodated. Teachers and schools “should focus their
efforts on improving and increasing their exposure to schooling” (Caro, 2009, p. 581). While
some aspects may be out of administrative control, and policy intervention and outside sources
are useful, a great deal of the responsibility still falls upon the school itself. If schools took the
time and created the motivation to advocate for their low SES students, we may see a decline in
the gap of their academic achievement. If schools showed that the individual importance of
student education was prevalent, students themselves may realize their educational worth.
When looking and researching all of the possible ways to implement tools of eliminating
the achievement gap in the U.S., all methods start with the classroom teacher. The first steps
for effective closing of the gap begin with tolerance and acceptance by the classroom teacher
that spreads into the classroom. When a teacher gets their class list at the beginning of the
year, they typically do not know what the students walking through their door will look like.
Depending on where the school is located, or the school type, teachers may have a general
sense of the background. However, a teacher will not really know a student, or their abilities,
until they walk through their door and prove their educational worth. Teachers will have to
start the process. If teachers dismiss their preconceived ideas and bias, the change has already
The Achievement Gap in the United States 14
started in their classroom. The problems that occur are not solely to blame on teachers, but on
a vast majority of excuses. Within the four walls of a classroom, the teacher has the capacity to
take charge and make change with their students; they are the beginning of influential learning.
Amanda Williams, in her own call for change, states that, “in order to see change take
place, a dramatic shift in the attitude and priorities of policy-makers, administrators, and
teachers has to occur” (Williams, 2011, p. 65). The closing of the gap comes from changes in
more than one area, but its biggest implication is on the schools. The schools need to begin to
build the tolerance, acceptance, and support for all the students that walk through their door.
Williams claims that, “regardless of the cause of the achievement gap, interventions need to be
put into place in schools in order to correct the problem” (Williams, 2011, p. 66). Whether the
work is through new curricula, change in school policy, revamped teacher training, or school-
wide multicultural education, the school and teachers need to take the first steps at building
Through the in-class texts used in Multicultural Education, we have learned a great deal
about inclusive instruction. The two texts, City Kids, City Schools and Rethinking Multicultural
Education, have delved into the stories of teachers who advocated for their students, and have
started the change needed. For each of the main categories of academic disparity, the texts
touch on ways teachers accommodated and made changes for their students. For minority
students, we read about various teachers who went out of their way to make sure their
students of different race were receiving the same instruction and motivation. Monique
Redeaux is a teacher who gives her opinion of teaching Black youth in City Kids, City Schools.
She discusses how her past experiences, and her upbringing, have affected her as a teacher.
The Achievement Gap in the United States 15
Redeaux has worked with many different students of minority, and she has built relationships
with families; something any great teacher should strive to do. She has acknowledged the
background of all of her students, but then she goes beyond to disregard differences and
provide students with the same love and opportunity for growth. She says that, “we forget that
they are whole, not deficient or incomplete. And we forget that these children are our children”
(Ayers, 2008, p. 90). It’s important that teachers of minority students not look at their children
as ‘different’, but that they look at them as students who deserve the same motivational
bring their language into the classroom. A teacher who aims to help break the gap in
achievement for these students, knows that both the first-language, and the English language,
are important for their students. To acknowledge that the student has a cultural difference that
makes them unique is a great way of bringing multicultural education into the classroom. A
teacher in Rethinking Multicultural Education, discusses the way she incorporated the native
language of multiple students in her Early-Childhood class. She gave Spanish-speaking, and
Marshallese-speaking students the chance to put their culture in the spotlight. The kids in the
classroom loved the experience, and the students whose culture was included felt special and
included. The teacher discussed how, being a Mexican-American, she never felt the attention
she wanted or deserved. She says that she “yearned to have a teacher who could see me, hear
me, and dance with me” (Au, 2009, p. 250). She made her students feel like having their own
culture and differences made them special and unique; something any teacher of ELL students
While there are so many ways to increase tolerance in the classroom, teacher’s need to
understand that change of any kind in the classroom begins with them. If a teacher wants to
close a gap in achievement between any group of students in their classroom, they need to
understand how to make their students feel as though standing out and being unique is
something to take pride in. Making students of all background feel loved, special, and
motivated to learn is the best way of increasing the tolerance of all individuals within the
classroom.
When looking at, and reflecting upon, the field-experience and observation I had during
the three-week term. The learning environments of all of the schools visited were all very
diverse, as expected. Whether we were still in Dubuque, or down in Sarasota, I saw many
different teaching styles and saw really diverse schools. When in Dubuque, I was really
intrigued by both Ms. Derks’ ELL classroom, and Dubuque Montessori School. Both were brand
new experiences for me, and I learned valuable new things. Within the Montessori school I saw
the real application of curiosity and self-instructed learning that we read about. It was amazing
to see how allowing the students to control their time and learning gave them the desire to
delve into materials. At Washington, I gained new perspective on ELL classrooms, and the
complexity of learning a new language while also learning general course material. Watching
Ms. Derks work with her students, and learning that she has built relationships with her
students and their families has been impactful for me. Having Ms. Derks be my first experience
The trip to Sarasota was memorable and an absolutely wonderful learning experience.
Having the chance to see the differences in school choice first-hand was really eye-opening. I
had never been to a charter or magnet school before. Listening to the kids at these different
schools discuss how they ended up where they are now and where they want to go next was a
really great way to see how school choice can be vital to those students. Coming from an area
where my only options were public and private, seeing all of the options was a whole new
world. Regardless of the school type, the general support I saw from teachers towards students
was unique. I saw teachers that were using contemporary approaches to their teaching, and I
saw real meaningful learning occur. The students in the classrooms I walked through were so
engaged that some of them did not even notice the twelve strangers in the room.
I saw inspirational leaders within the schools, and I saw how the influence they had
spread through the whole building. At Brentwood, I saw Principal Weida’s positivity and
relationship with each of students as we walked around the mini-campus. The way he
approached students and interacted with them made them feel special. I really enjoyed the
principal at Bay Haven. He reminded me a lot of my elementary school principal when I was
little. My principal knew everyone’s name, like Principal Erickson did. It was really welcoming,
and it made me feel special knowing that my principal knew my name and would say hi to me. I
can see the same positive reaction in the students at Bay Haven because Mr. Erickson has made
them all feel special and cared for. I can attest to the fact that having that relationship in
elementary school was beneficial in making me feel like I had a real place in the school. It’s
important for any school leader, teachers included, to make students feel like their presence
makes a difference. The approach of all the school leaders I saw is a “take away” I had in
The Achievement Gap in the United States 18
Florida. The motivational learning environment that they have built is going to be really
Conclusion
The achievement gap in the United States effects students of all age groups. Its severest
effect is on students of minority, English Language Learning, and low socio-economic students.
The levels of achievement these students reach is developed over time, and so many factors
contribute to their lack of inclination or their ultimate decline. The low test scores they receive,
the minimal feelings of success they experience, and their desire to continue on with their
education is something that needs to be fixed. We educate the future of America, so why is
there no urgency in fixing the achievement gap? This gap is more than just numbers on paper,
and students feeling like failures. Students need to be motivated by their teachers. They need
to know that regardless of whatever happens outside the classroom, they still have the capacity
to reach their goals. Teachers need to make their students feel like there is someone who cares
about their education as well. If students are not cared for and accounted for, they will not see
the purpose in their learning and growth as individuals. If they lose their motivation, their
learning becomes meaningless to them. Nelson Mandela once said, “Education is the most
powerful weapon in changing the world.” If we want to make a real difference in the world of
education, we start with ourselves as teachers. We have the power to influence every student
that walks through our door. If our students are not achieving their goals, or receiving an
adequate education, then we are failing too. The gap between minority students, ELL students,
and low SES students is present. The relationship between these students and their future
The Achievement Gap in the United States 19
education is broken. The Achievement Gap in the United States cannot be fixed until all
References
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Ayers, W., Ladson-Billing, G., Michie, G., and Noguera, P.A. (Eds.). (2008). City Kids,
Calderón, M., Slavin, R., & Sánchez, M. (2011). Effective Instruction for English
Learners. The Future of Children, 21(1), 103-127. Retrieved from
http://www.jstor.org/stable/41229013
Caro, D., McDonald, J., & Willms, J. (2009). Socio-economic Status and Academic
http://www.jstor.org/stable/canajeducrevucan.32.3.55
Rowley, R., & Wright, D. (2011). No "White" Child Left Behind: The Academic
Achievement Gap between Black and White Students. The Journal of Negro
The Achievement Gap in the United States 21
Williams, Amanda. (Eds.)(2011) A Call for Change: Narrowing the Achievement Gap
Between White and Minority Students. p. 65-71 Taylor & Francis Group, LLC.