closing the achievement gap strategies: 50 Ways to Close the Achievement Gap Carolyn J. Downey, 2009 Outlines research-based strategies for developing high-performing schools and fostering educational equity for all students. |
closing the achievement gap strategies: Closing the Achievement Gap Belinda Williams, 1996 Chapters in this book, based on the efforts of the Urban Education National Network Task Force, define the nature of obstacles to the academic performance of urban students and identify, validate, and disseminate a knowledge base of theory and practice to inform decision making about urban schools. The chapters are: (1) The Nature of the Achievement Gap: The Call for a Vision To Guide Change (Belinda Williams); (2) Bridging the Achievement Gap in Urban Schools: Reducing Educational Segregation and Advancing Resilience-Promoting Strategies (Margaret C. Wang and John A. Kovach); (3) Cultural Values in Learning and Education (Patricia Marks Greenfield, Catherine Raeff, and Blanca Quiroz); (4) Educating Teachers To Close the Achievement Gap: Issues of Pedagogy, Knowledge, and Teacher Preparation (Kenneth M. Zeichner); (5) Closing the Achievement Gap: Opportunity To Learn, Standards, and Assessment (Floraline Ingram Stevens); (6) Fostering Resiliency in Urban Schools (Bonnie Benard); (7) Teacher Engagement and Real Reform in Urban Schools (Karen Seashore Louis and BetsAnn Smith); and (8) A Social Vision for Urban Education: Focused, Comprehensive, and Integrated Change (Belinda Williams). An appendix lists the Regional Educational Laboratories. Most chapters contain references. (Contains one figure.) (SLD) |
closing the achievement gap strategies: Closing the Achievement Gap Yvonne S. Freeman, David E. Freeman, Sandra Mercuri, 2002 Struggling older English learners pose a real challenge for educators. Some of these students are new arrivals with limited or interrupted schooling. Others have been in and out of ESL and bilingual programs in this country since kindergarten, but have never succeeded academically. How can teachers help older students who lack academic content knowledge and English language proficiency catch up with their classmates? Yvonne and David Freeman provide four research-based keys for closing the achievement gap. three teachers have put this theory into practice to reach their older English learners. These teachers organize curriculum around themes, use predictable classroom routines, and scaffold instruction in a variety of ways. The clear examples from their classes will help other teachers implement effective practices for their older English learners. Closing the Achievement Gap features: the four keys for school success for older English learners clear distinctions among the types of older English learners in our schools with examples of students from each category a thorough discussion of the kinds of language proficiency older English learners need a review of the latest research on effective practices for older English learners detailed descriptions from the classrooms of three teachers, including thematic units they have developed, their daily routines, and the strategies they use to scaffold instruction professional extension activities to help readers apply the information in this book to their own educational settings. For teachers and teacher educators, program directors, resource personnel, and administrators, this book offers both the research and practice schools need to develop effective programs to educate struggling older English learners. |
closing the achievement gap strategies: Research-based Strategies Ruby K. Payne, 2009 |
closing the achievement gap strategies: Creating the Opportunity to Learn A. Wade Boykin, Pedro Noguera, 2011 Explore why some schools are making more progress than others, so you can focus on what works and build the capacity of high-performance, high-poverty schools. |
closing the achievement gap strategies: Overcoming the Achievement Gap Trap Anthony Muhammad, 2015 Explores the state of the academic achievement gap that exists in U.S. public schools, particularly among poor and minority students, and argues that the mindset that achievement gaps are inevitable are no longer tolerable. Explores ways to close the achievement gap via real-world case studies where principals and educators have adopted new mindsets for education. |
closing the achievement gap strategies: School Counseling to Close the Achievement Gap Cheryl Holcomb-McCoy, 2007-06-27 School counsellors can play a powerful role in closing the achievement gap by incorporating principles of social justice - that is, equity and advocacy for all students - into their practice. This new resource for pre-service and in-service counsellors addresses the reasons why some students are more likely to encounter academic failure (racism, sexism, heterosexism, classism), and challenges readers to play an active role in bringing about the conditions for student success. Offering a variety of vignettes, strategies, activities, and reflective individual and group study questions, the book provides the framework for how school counsellors can mitigate the impact of negative factors hampering academic performance and healthy development. The book details six functions of a school counsellors that move schools toward more just practices and, ultimately, to higher test scores and increased student achievement. |
closing the achievement gap strategies: Narrowing the Achievement Gap Thomas Timar, Julie Maxwell-Jolly, 2012 Closing persistent gaps in educational outcomes between different groups of students has been a central goal of educational policy for the past forty years. The commitment to close existing achievement gaps poses an unprecedented challenge to policy makers, school leaders, and teachers alike, since the causes of those gaps are multiple and complex. For that reason, no single set of policy prescriptions--no matter how well crafted and managed--is likely to be successful. While there is no ready road map for policy makers, the press for solutions is acute. The chapters examine the conditions--both in and out of school--that lead to achievement gaps. However, this book also explores measures for addressing these gaps--measures that, individually and in concert, will prove crucial to any meaningful effort to alleviate these profound disparities. School performance by black and Latino students has climbed markedly, by a full grade level, over the past two generations. Yet achievement disparities relative to whites have narrowed only slightly, perpetuating a grand canyon of a gap that divides America. This volume replays an instructive history--pinpointing what hasn't worked--and then carves a path forward to build schools that narrow disparities inside classrooms, showing how educators, families, and community activists are pulling together. Each chapter builds from hard evidence, not hopeful rhetoric. It's a must-read for those dedicated to uniting our society--an endeavor in which we all have a stake. -- Bruce Fuller, professor of education and public policy, University of California, Berkeley An important book by wise authors who have learned the hard way that federal policies to address underachievement in education are failing. Although no one can offer a quick fix for America's educational problems, this incisive book offers promising and realistic measures for helping children who are poor and often racially and linguistically isolated. The authors provide a thoughtful set of alternatives to failed federal policies that have not and cannot address the pernicious achievement gaps that endanger our democracy. -- David C. Berliner, Regents' Professor Emeritus, Arizona State University This book is essential reading for policy makers, researchers, and educators concerned with closing achievement gaps in American schools. It provides a novel examination of the issues and important, new directions for moving us forward. -- Amanda Datnow, professor of education, University of California, San Diego Thomas B. Timar is a professor and the executive director of the Center for Applied Policy in Education at the University of California, Davis, School of Education. Julie Maxell-Jolly is a senior researcher and the managing director of the Center for Applied Policy in Education at the University of California, Davis, School of Education. |
closing the achievement gap strategies: Close the Achievement Gap Brian M. Pete, Robin J. Fogarty, 2015-03-17 This invaluable research-based guidebook illustrates how quality teaching can overcome the impact of low socioeconomic conditions and improve student performance dramatically. The authors present instructional techniques that require students to speak with skill, write with clarity and purpose, read with a critical eye, and listen with active engagement. Using six practical strategies, educators can overcome the odds and guide learners to success by: Setting high expectations for all students Making differentiation part of everything they do Challenging students to think critically Insisting on results-oriented goals |
closing the achievement gap strategies: The Anatomy of Achievement Gaps Jaekyung Lee, 2016 Through the lens of interdisciplinary and systems perspectives, The Anatomy of Achievement Gaps offers an expert critical analysis of the underachievement problems plaguing the American education system today. By providing a blueprint to meet these challenges, Jaekyung Lee both evaluates and informs American educational policies with a new model of achievement for preschool through college-aged students. |
closing the achievement gap strategies: Bridging the Achievement Gap John E. Chubb, 2002 The achievement gap between white students and African American and Hispanic students has been debated by scholars and lamented by policymakers for years. This book provides, for the first time in one place, evidence that the achievement gap can be bridged. |
closing the achievement gap strategies: Why Race and Culture Matter in Schools Tyrone C. Howard, 2019 Issues tied to race and culture continue to be a part of the landscape of America’s schools and classrooms. Given the rapid demographic transformation in the nation’s states, cities, counties, and schools, it is essential that all school personnel acquire the necessary knowledge, skills, and dispositions to talk, teach, and think across racial and cultural differences. The second edition of Howard’s bestseller has been updated to take a deeper look at how schools must be prepared to respond to disparate outcomes among students of color. Tyrone Howard draws on theoretical constructs tied to race and racism, culture and opportunity gaps to address pressing issues stemming from the chronic inequalities that remain prevalent in many schools across the country. This time-honored text will help educators at all levels respond with greater conviction and clarity on how to create more equitable, inclusive, and democratic schools as sites for teaching and learning. “If you thought the first edition of Why Race and Culture Matter in Schools was impactful, this second edition is even more of a force to be reckoned with in the fight for social justice. By pushing the boundaries of the ordinary and the normative, this book teaches as it transforms. Every educator, preservice and inservice, working with racially, linguistically, and culturally diverse young people should read this book.” —H. Richard Milner IV, Cornelius Vanderbilt Distinguished Professor of Education, Vanderbilt University “On the 10th anniversary of this groundbreaking book, Tyrone Howard not only reminds me of the salient role that race and culture play in education, but also moves beyond a Black–White binary that reflect the nuances and contours of diversity. This book should be in the hands of all teachers and teacher educators.” —Maisha T. Winn, Chancellor’s Leadership Professor, School of Education, University of California, Davis |
closing the achievement gap strategies: Teaching As Leadership Teach For America, Steven Farr, 2010-02-02 A road map for teachers who strive to be highly effective leaders in our nation's classrooms Teach For America has fought the daunting battle of educational equity for the last twenty years. Based on evidence from classrooms across the country, they've discovered much about effective teaching practice, and distilled these findings into the six principles presented in this book. The Teaching As Leadership framework inspires teachers to: Set Big Goals; Invest Students and Their Families; Plan Purposefully; Execute Effectively; Continuously Increase Effectiveness; Work Relentlessly. The results are better educational outcomes for our nation's children, particularly those who live in low-income communities. Inspires educators to be leaders in their classrooms and schools Demystifies what it means to be an effective teacher, describes key elements of practice and provides a clear vision of success Addresses the challenges every teacher, in every classroom, faces on a daily basis An accompanying website includes a wealth of tools, videos, sample lessons, discussion boards, and case studies. |
closing the achievement gap strategies: Teaching to Close the Achievement Gap for Students of Color Theodore S. Ransaw, Richard Majors, 2022-04 This volume highlights approaches to closing the achievement gap for students of color across K-12 and post-secondary schooling. It uniquely examines factors outside the classroom to consider how these influence student identity and academic performance. Teaching to Close the Achievement Gap for Students of Color offers wide-ranging chapters that explore non-curricular issues including trauma, family background, restorative justice, refugee experiences, and sport as determinants of student and teacher experiences in the classroom. Through rigorous empirical and theoretical engagement, chapters identify culturally responsive strategies for supporting students as they navigate formal and informal educational opportunities and overcome intersectional barriers to success. In particular, chapters highlight how these approaches can be nurtured through teacher education, effective educational leadership, and engagement across the wider community. This insightful collection will be of interest to researchers, scholars, and post-graduate students in the fields of teacher education, sociology of education, and educational leadership. |
closing the achievement gap strategies: Minding the Achievement Gap One Classroom at a Time Jane E. Pollock, Sharon M. Ford, Margaret M. Black, 2012-05-18 The achievement gap is a persistent and perplexing challenge for educators. While school- and system-level reforms continue to be discussed in statehouses and district offices, individual teachers are challenged to do something now to help students who are falling short of standards, including students who are English language learners and receiving special education services. A companion to the ASCD best-seller Improving Student Learning One Teacher at a Time, this book identifies small, specific adjustments to planning, teaching, and assessment practices that will support more effective learning in every student, every day, and help close the achievement gap on a classroom-by-classroom basis. Here, you'll learn how to * Use readily available tools--curriculum documents, a plan book, and a grade book--to improve all students' access to, interaction with, and mastery of lesson content. * Design daily lessons that clarify learning goals and require students to use high-yield learning strategies, seek feedback, and reflect on their progress. * Promote the progress of English language learners through coordinated pursuit of content and language goals, and synchronize instruction to improve the performance of special education students in both co-teaching and resource environments. This book also features the voices of working educators who share how minding the gap has helped them engage academically at-risk students, ELLs, and special education students; improve students' test scores; and sustain these gains over time. If you are a classroom teacher or specialist committed to helping all your students become more successful learners and unwilling to wait for high-level solutions or even the results of another data retreat, then this is just the resource you need. |
closing the achievement gap strategies: Closing the Achievement Gap Noah Borrero, Shawn Bird, 2009-07 To meet the instructional needs of the increasingly diverse students in today's middle and high schools, teachers must be more than content area specialists--they must also know how to teach reading. In this practical resource, two teachers share the research-based, classroom-tested techniques they've developed that allow you to teach reading strategies as you teach content. Easy-to-use strategies help you pinpoint students' strengths so you can differentiate your instruction with targeted lessons. This powerful, yet practical approach will help every student succeed. For use with Grades 6-12. |
closing the achievement gap strategies: Closing the Achievement Gap from an International Perspective Julia V. Clark, 2013-10-24 In a changing world that demands new skills, a vital concern of public education is the gap in academic performance between low- and high-achieving students. There is no excuse for the achievement gaps that persist among poor and minority students in schools today. All students can succeed at high levels, regardless of race, ethnicity and economic background. Several countries have successfully confronted inequities in achievement, demonstrating that any school can close achievement gaps regardless of the community they serve, and that all students can achieve at high levels when they are provided with the right opportunities. This book is about understanding what factors selected countries have applied to promote progress and what factors contribute to progress in the closing of achievement gaps. It is about creating opportunities for all students. Closing the Achievement Gap from an International Perspective: Transforming STEM for Effective Education is written in response to rising concern for the improvement of quality education – especially in mathematics and science – provided to all students. The contributors take a systematic view of the subject, beginning with a cross-national analysis of teacher qualifications and the achievement gap that spans 50 countries. The content of the book is organized in sections describing education around the globe: North and South America, Europe, Asia, Africa and Australia. Individual chapters offer close-up analysis of efforts to close achievement gaps in the U.S. and Canada, Mexico, England, Turkey, China, South Africa and Australia among many others. The contributors provide information on the achievement gap in mathematics and science, review current research, and present strategies for fostering improvement and raising performance with a focus on school-related variables that adversely affect educational outcomes among poor and minority students. The authors of the various chapters looked at how students’ data correlated with classroom practices, teacher instruction and academic programming, as part of their efforts to measure student growth. Qualitative and quantitative data are provided to provide evidence not only of the problem, but also for the solution. The book concludes with a chapter on promoting equality and equity to shrink the achievement gap worldwide. |
closing the achievement gap strategies: Toward Excellence with Equity Ronald F. Ferguson, 2007 For more than a decade, economist Ronald F. Ferguson has investigated the myriad factors that combine to create racial disparities in academic performance, ranging from school policies and practices to informal interactions between children and their parents and peers. Toward Excellence with Equity brings together Ferguson's most important articles and most recent thinking on these ideas. Taken together, these essays show that closing achievement gaps is more urgent today than ever before--and that dramatic success is possible. This book issues an urgent call to action to anyone concerned about the lagging success rates among minority children in American schools and the repercussions for our country's future. Ronald Ferguson not only surveys the bleak terrain surrounding the achievement gap, but provides all of us with a road map to reach higher ground. -- Geoffrey Canada, President and CEO, Harlem Children's Zone Toward Excellence with Equity is an important book written by one of the nation's foremost experts on education and economic development. Ronald Ferguson's pioneering work on black/white disparities in student skill levels and achievement-test scores has significant public policy implications. This book is a must-read for anyone concerned about narrowing the racial gap in educational attainment and earnings. -- William Julius Wilson, Lewis P. and Linda L. Geyser University Professor, Harvard University This book combines high-quality research, judicious insights, brilliant speculation, and common sense to set forth strategies to reduce the achievement gap dramatically. It is particularly compelling in calling for a comprehensive social movement that will not only transform schools but establish strong communities, effective parenting, and powerful peer cultures. -- Henry M. Levin, William H. Kilpatrick Professor of Economics and Education, Teachers College, Columbia University Ferguson conducts an authoritative review to show that disparities in academic performance can be closed by strong parental engagement and by parents working in partnership with schools around a shared vision of success for their children. The reality is that educators can't do it alone. This highly intelligent book gives policymakers, educators, and parents essential tools for closing achievement gaps between high-performing and low-performing schools. -- Susan Zelman, Superintendent of Public Instruction, Ohio Department of Education Toward Excellence with Equity is essential reading for any businessperson who cares about the well-being of children and the future quality of the American workforce. -- Bridgette Heller, Chairman of the Executive Leadership Council and Global President of Johnson & Johnson's Baby, Kids, and Wound-Care Division Ronald F. Ferguson is the faculty cochair and director of the Achievement Gap Initiative at Harvard University and the founder and director of the Tripod Project for school improvement. |
closing the achievement gap strategies: Closing the Opportunity Gap Prudence L. Carter, Kevin G. Welner, 2013-04-26 While the achievement gap has dominated policy discussions over the past two decades, relatively little attention has been paid to a gap even more at odds with American ideals: the opportunity gap. Opportunity and achievement, while inextricably connected, are very different goals. Every American will not go to college, but every American should be given a fair chance to be prepared for college. In communities across the U.S., children lack the crucial resources and opportunities, inside and outside of schools that they need if they are to reach their potential. Closing the Opportunity Gap offers accessible, research-based essays written by top experts who highlight the discrepancies that exist in our public schools, focusing on how policy decisions and life circumstances conspire to create the opportunity gap that leads inexorably to stark achievement gaps. They also describe sensible policies grounded in evidence that can restore and enhance opportunities. Moving beyond conventional academic discourse, Closing the Opportunity Gap will spark vital new conversations about what schools, parents, educators, and policymakers can and should do to give all children a fair chance to thrive. |
closing the achievement gap strategies: Closing the African American Achievement Gap in Higher Education Alfred P. Rovai, Louis B. Gallien, Helen R. Stiff-Williams, 2007-07-20 This timely volume brings together a roster of experienced educators and researchers to address the African American achievement gap in higher education. The text provides an overview of recent research on the learning characteristics of African American university students and uses those findings to identify major issues and to foster new and productive inquiry and educational activities. Encompassing both traditional and virtual classrooms, the authors provide research-based strategies that higher-education faculty can use to design courses, pedagogy, and assessments that reach out to all learners in a fair and equitable manner. To help universities close the achievement gap, this book: Describes how African American, hip-hop, and school cultures influence learning and achievement. Identifies racial challenges and offers practical strategies for creating and teaching culturally responsive traditional and online courses. Includes sample lessons and assessment resources that implement many of the strategies described in the book. |
closing the achievement gap strategies: Culturally Responsive Teaching and The Brain Zaretta Hammond, 2014-11-13 A bold, brain-based teaching approach to culturally responsive instruction To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. Culturally responsive instruction has shown promise, but many teachers have struggled with its implementation—until now. In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction. The book includes: Information on how one’s culture programs the brain to process data and affects learning relationships Ten “key moves” to build students’ learner operating systems and prepare them to become independent learners Prompts for action and valuable self-reflection |
closing the achievement gap strategies: Narrowing the Attainment Gap: A handbook for schools Daniel Sobel, 2018-01-25 The attainment gap between disadvantaged pupils and their peers is one of the most insidious social injustices in the developed world. It is a significant factor in the growing inequality of our societies and persists across time and nations. For this reason, narrowing the gap is a top priority for governments and policymakers, and an issue that all schools must tackle. Written by a leading expert in the field of inclusion, Narrowing the Attainment Gap is designed to support school leaders in understanding and reducing the attainment gap in the context of their setting. Drawing on research and his own extensive experience in leading a team that has worked with over 1,000 schools, Daniel Sobel examines the real issues behind the attainment gap and the barriers schools face when trying to narrow it. The book provides a unique approach with hands-on, practical guidance to enable every school leader to develop their own bespoke solutions to meet the needs of their community. Case studies and examples illustrate how these interventions can be put into practice and the impact they can have, while template resources help schools demonstrate to stakeholders the change they are driving at an individual, cohort and whole-school level. |
closing the achievement gap strategies: Class and Schools Richard Rothstein, 2004 Contemporary public policy assumes that the achievement gap between black and white students could be closed if only schools would do a better job. According to Richard Rothstein, Closing the gaps between lower-class and middle-class children requires social and economic reform as well as school improvement. Unfortunately, the trend is to shift most of the burden to schools, as if they alone can eradicate poverty and inequality. In this book, Rothstein points the way toward social and economic reforms that would give all children a more equal chance to succeed in school. This book features: a summary of numerous studies linking school achievement to health care quality, nutrition, childrearing styles, housing stability, parental economic security, and more ; aA look at erroneous and misleading data that underlie commonplace claims that some schools beat the demographic odds and therefore any school can close the achievement gap if only it adopted proper practices. ; and an analysis of how the over-emphasis of standardized tests in federal law obscures the true achievement gap and makes narrowing it more difficult. |
closing the achievement gap strategies: Cultivating the Genius of Black Children Debra Sullivan, 2016-03-29 Provides the first practical, hands-on resource to help early childhood educators create learning environments in which black children thrive. |
closing the achievement gap strategies: Redesigning America’s Community Colleges Thomas R. Bailey, Shanna Smith Jaggars, Davis Jenkins, 2015-04-09 In the United States, 1,200 community colleges enroll over ten million students each year—nearly half of the nation’s undergraduates. Yet fewer than 40 percent of entrants complete an undergraduate degree within six years. This fact has put pressure on community colleges to improve academic outcomes for their students. Redesigning America’s Community Colleges is a concise, evidence-based guide for educational leaders whose institutions typically receive short shrift in academic and policy discussions. It makes a compelling case that two-year colleges can substantially increase their rates of student success, if they are willing to rethink the ways in which they organize programs of study, support services, and instruction. Community colleges were originally designed to expand college enrollments at low cost, not to maximize completion of high-quality programs of study. The result was a cafeteria-style model in which students pick courses from a bewildering array of choices, with little guidance. The authors urge administrators and faculty to reject this traditional model in favor of “guided pathways”—clearer, more educationally coherent programs of study that simplify students’ choices without limiting their options and that enable them to complete credentials and advance to further education and the labor market more quickly and at less cost. Distilling a wealth of data amassed from the Community College Research Center (Teachers College, Columbia University), Redesigning America’s Community Colleges offers a fundamental redesign of the way two-year colleges operate, stressing the integration of services and instruction into more clearly structured programs of study that support every student’s goals. |
closing the achievement gap strategies: Closing the Attitude Gap Baruti K. Kafele, 2013 Veteran educator and best-selling author Baruti Kafele offers strategies for motivating students from diverse backgrounds to become passionate about learning. |
closing the achievement gap strategies: Excellence Gaps in Education Jonathan A. Plucker, Scott J. Peters, 2020-01-15 2017 Texas Association for Gifted and Talented Legacy Scholar Book Award 2017 National Association of Gifted Children Scholar Book of the Year Award In Excellence Gaps in Education, Jonathan A. Plucker and Scott J. Peters shine a spotlight on “excellence gaps”—the achievement gaps among subgroups of students performing at the highest levels of achievement. Much of the focus of recent education reform has been on closing gaps in achievement between students from different racial, ethnic, or socioeconomic backgrounds by bringing all students up to minimum levels of proficiency. Yet issues related to excellence gaps have been largely absent from discussions about how to improve our schools and communities. Plucker and Peters argue that these significant gaps reflect the existence of a persistent talent underclass in the United States among African American, Hispanic, Native American, and poor students, resulting in an incalculable loss of potential among our fastest growing populations. Drawing on the latest research and a wide range of national and international data, the authors outline the scope of the problem and make the case that excellence gaps should be targeted for elimination. They identify promising interventions for talent development already underway in schools and provide a detailed review of potential strategies, including universal screening, flexible grouping, targeted programs, and psychosocial interventions. Excellence Gaps in Education has the potential for changing our national conversation about equity and excellence and bringing fresh attention to the needs of high-potential students from underrepresented backgrounds. |
closing the achievement gap strategies: Bridging the Achievement Gap Dominic Zarecki, 2018-10 The Second Edition of Bridging the Achievement Gap includes 11 examples of K-12 high performing public schools which serve mostly African American students. The book argues that school district leaders with low performing schools should consider what these high performing schools do in their planning to reverse the on-going trend of relatively low performance of African American students. Included in the Solution Chapter is the rationale for state legislators to provide funding for students who are low performing, but may not qualify for current funding for low income students. Also included in that chapter is the actual legislative language currently under consideration by the California State Legislature. The book contains other supporting research on this topic. |
closing the achievement gap strategies: Facilitator's Guide, 50 Ways to Close the Achievement Gap Carolyn J. Downey, Betty E. Steffy, Corwin (Firm), William K. Poston, Fenwick W. English, 2013-05 Provides 50 strategies that educators can implement to improve students' achievements in schools. |
closing the achievement gap strategies: Design in Five Nicole Dimich, 2014-09-11 Fully engage learners in your classroom. Discover how to create high-quality assessments using a five-phase design protocol. Explore types and traits of quality assessment, and learn how to develop assessments that are innovative, effective, and engaging. Evaluate whether your current assessments meet the design criteria, and discover how to use this process collaboratively with your team. |
closing the achievement gap strategies: Closing the Education Achievement Gap Marvin H. Kosters, Brent D. Mast, 2003 In this book the authors summarize the evolution of policy under Title I, review previous evaluations of its effects on achievement, and present new evidence based on national data on math and reading test scores to assess recent experience under the program. The authors conclude that Title I has failed to produce any significant increase in test scores or to narrow achievement gaps between the scores of low- and high-income students and schools.--Jacket. |
closing the achievement gap strategies: Practical Leadership in Community Colleges George R. Boggs, Christine J. McPhail, 2016-07-18 Anticipate, manage, and overcome the complex issues facing community colleges Practical Leadership in Community Colleges offers a path forward through the challenges community colleges face every day. Through field observations, reports, news coverage, and interviews with leaders and policy makers, this book digs deep into the issues confronting college leaders and provides clear direction for managing through the storm. With close examination of both emerging trends and perennial problems, the discussion delves into issues brought about by changing demographics, federal and state mandates, public demand, economic cycles, student unrest, employee groups, trustees, college supporters, and more to provide practical guidance toward optimal outcomes for all stakeholders. Written by former presidents, including a past president of the American Association of Community Colleges, this book provides expert guidance on anticipating and managing the critical issues that affect the entire institution. Both authors serve as consultants, executive coaches, and advisors to top leaders, higher education institutions, and leadership development programs throughout the United States. Community colleges are facing increasingly complex issues from both without and within. Some can be avoided, others only mitigated—but all must be managed, and college leaders must be fully prepared or risk failing the students and the community. This book provides real-world guidance for current and emerging leaders and trustees seeking more effective management methods, with practical insight and expert perspective. Tackle the college completion challenge and performance-based funding initiatives Manage through economic cycles, declining support, and calls for accountability Delve into the issues of privatization and employee unionization Execute strategies to align institutional goals and mission Manage organizational change and new ways of thinking that are essential in today's competitive environment Manage issues involving diversity, inclusiveness, and equity Prepare adequately for campus emergencies Community colleges are the heartbeat of the nation's higher education system, and bear the tremendous responsibility of serving the needs of a vast and varied student body. Every day may bring new issues, but effective management allows institutions to rise to the challenge rather than falter under pressure. Practical Leadership in Community Colleges goes beyond theory to provide the practical guidance leadership needs to more effectively lead institutions to achieve results and serve the students and the community. |
closing the achievement gap strategies: The Global Achievement Gap Tony Wagner, 2014-03-11 Despite the best efforts of educators, our nation's schools are dangerously obsolete. Instead of teaching students to be critical thinkers and problem-solvers, we are asking them to memorize facts for multiple choice tests. This problem isn't limited to low-income school districts: even our top schools aren't teaching or testing the skills that matter most in the global knowledge economy. Our teens leave school equipped to work only in the kinds of jobs that are fast disappearing from the American economy. Meanwhile, young adults in India and China are competing with our students for the most sought-after careers around the world. Education expert Tony Wagner has conducted scores of interviews with business leaders and observed hundreds of classes in some of the nation's most highly regarded public schools. He discovered a profound disconnect between what potential employers are looking for in young people today (critical thinking skills, creativity, and effective communication) and what our schools are providing (passive learning environments and uninspired lesson plans that focus on test preparation and reward memorization). He explains how every American can work to overhaul our education system, and he shows us examples of dramatically different schools that teach all students new skills. In addition, through interviews with college graduates and people who work with them, Wagner discovers how teachers, parents, and employers can motivate the &net; generation to excellence. An education manifesto for the twenty-first century, The Global Achievement Gap is provocative and inspiring. It is essential reading for parents, educators, business leaders, policy-makers, and anyone interested in seeing our young people succeed as employees and citizens. For additional information about the author and the book, please go to a href=http://www.schoolchange.orgwww.schoolchange.org |
closing the achievement gap strategies: Charter High Schools , 2006 |
closing the achievement gap strategies: Affirmative Development Edmund W. Gordon, Beatrice L. Bridglall, 2007 Affirmative Development makes the case theoretically for deliberate intervention to develop academic ability for students not naturally disposed to develop such ability by the conditions under which they live. The book includes discussions of intellective competence and intellective character as products of the development of academic ability and reviews of the research evidence for the feasibility and morality of such action. |
closing the achievement gap strategies: Despite the Best Intentions Amanda E. Lewis, John B. Diamond, 2015 A rich and disturbing portrait of the achievement gap that persists more than fifty years after the formal dismantling of segregation. |
closing the achievement gap strategies: Promoting Belonging, Growth Mindset, and Resilience to Foster Student Success Amy Baldwin, Bryce Bunting, Doug Daugherty, Latoya Lewis, Tim Steenbergh, 2020-03-12 In recent years, growth mindset, resilience, and belonging have become popular topics for research and practice among college educators. The authors of this new volume deepen the conversation around these noncognitive factors that significantly impact student success. Along with offering support for the development of learning mindsets, this book contains strategies for faculty and staff to consider as they create initiatives, programs, and assessments for use in and outside the classroom. Informative features include: - Learning Mindset Stories, highlighting how students, faculty, and staff members dealt with issues related to belonging, growth mindset, and resilience; - Campus Conversations, providing questions for generating discussion among faculty, staff, and students on what institutions can do to incorporate learning mindsets with an eye toward student success; and - Next Steps, serving as a roadmap for implementing institutional change. |
closing the achievement gap strategies: Rigor is Not a Four-letter Word Barbara R. Blackburn, 2013 Reader-friendly and practical, Rigor is NOT a Four-Letter Word is filled with tools you can use every day to raise the level of rigor in your classroom. These strategies can be incorporated immediately across content areas, grades, and subjects. Barbara Blackburn clearly defines what rigor is and how individual teachers can provide challenging learning experiences in their classrooms to prepare students for a better future. |
closing the achievement gap strategies: Closing the Gap Sarah Thomas, Nicol R. Howard, Regina Schaffer, 2022-08-26 Three experts on equity and technology offer concrete, evidence-based strategies for classroom teachers to move toward digital equity in K12 settings. Closing the Gap is an ISTE book series designed to reflect the contributions of multiple stakeholders seeking to ensure that digital equity is achieved on campuses, in classrooms, and throughout education. In this series, authors Nicol R. Howard, Sarah Thomas, and Regina Schaffer offer historical and philosophical insights while exploring challenges and solutions unique to teacher preparation programs, pre-service and in-service teachers, and instructional coaches. The second title in the Closing the Gap series, this book includes: • Examination of digital equity and the “problem of practice” for teachers and coaches • Strategies for connecting the ISTE Educator and Student Standards to practice • Discussion of key challenges facing teachers in today’s classrooms, such as access, connectivity, limited resources, digital divide, and the homework gap • Research-based vignettes from teachers who have encountered and conquered some of the challenges addressed in the book, and from edtech coaches who have implemented equity-centered innovative professional development This book helps teachers address the challenges of teaching in the digital age, providing positive examples and recommendations for achieving digital equity in their classroom communities. |
closing the achievement gap strategies: Accelerated Vocabulary Instruction Nancy L. Akhavan, 2007 Provides lessons, teaching strategies, and activities that focus on conceptual vocabulary. |
CLOSING THE ACHIEVEMENT GAP - National Education Policy …
If you are interested in doing your part and playing a role in closing the black-white achievement gap, please contact me at 614-466-4857 or
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Closing Reading Achievement Gaps for Middle School Students
Keywords: achievement gap, collective teacher efficacy, teacher self-efficacy, reading specialist, response to intervention (RtI), teacher professional development Date Submitted: November …
Research Associate Full report - GOV.UK
strategies, systems and behaviours used to close the gap in other contexts within the schools. The study identified four key activities used by schools and their leaders to close the gap, …
Closing the Education Opportunity Gap: Strategies and Challenges
11 Sep 2020 · Closing the Education Opportunity Gap: Strategies and Challenges September 11, 2020 Matthew Chingos, Urban Institute – Discussant Matthew Chingos is director of the Urban …
POLICY BRIEF State Level Strategies and Policies for Closing the ...
success in closing the gap. States that make strides are all drawing from the same menu of effective policy options, and that menu encompasses the basic ingredients for gap-closing …
‘Closing the achievement gap’ in English cities and towns in the …
‘Closing the achievement gap’ in English cities and towns in the twenty-first century Geoff Whitty, Bath Spa University, UK Jake Anders, National Institute of Economic and Social Research, UK …
C.A.R.E.: Strategies for Closing the - Educational Impact
C.A.R.E.: Strategies for Closing the Achievement Gaps • 1–1 Over the last several years, student achievement has increased for all groups in all subjects, yet the gaps between rich and poor, …
Closing the Achievement Gap: Good Practice in Schools - Lambeth
Closing the achievement gap for disadvantaged pupils: Lessons from successful schools. Aims. The ‘Closing the Achievement Gap for Disadvantaged Pupils’ research aims to examine the …
Closing the Social-Class Achievement Gap: © The Author(s) 2014 …
social-class achievement gap (Duncan & Murnane, 2011; Fiske & Markus, 2012). In the current article, we report a novel intervention that significantly reduces this gap. Many colleges and …
CLOSING THE ACHIEVEMENT GAP FOR DISADVANTAGED …
The aim of this conference is to look at the barriers to learning and school strategies to close the achievement gap of dis-advantaged pupils in schools. Specific objectives are: ... CLOSING …
Educators’ Perspectives on Strategies to Close the Achievement Gap …
achievement gap between African American and European American students is an ongoing issue in education. The achievement gap can negatively impact African American students’ …
Minority Language Pupils and the Curriculum: Closing the Achievement Gap
Preface 1 Chapter 1: Closing the achievement gap – challenges and opportunities, Barbara O'Toole and Barbara Skinner 3 Chapter 2: Working towards a multilingual social interaction …
Closing the Achievement Gap Among Foster Care Children
RUNNING HEAD: CLOSING THE ACHIEVEMENT GAP 13. The California Experience. In 2013, California awoke to the reality of an invisible achievement gap among foster care children, …
After the Test: How Schools are Using Data to Close the Achievement Gap
outstanding progress narrowing the achievement gap. FINDINGS The survey explored policies and practices on a variety of issues, from the role of leaders to instructional strategies. Stark …
CLOSING THE GAP - Stanford Center for Opportunity Policy in …
the gap in black-white achievement. In short, this Report is about more than one gap. There is the gap between the rhetoric of anti-affirmative action groups on the one hand and the law as …
‘Closing the achievement gap’ in English cities and towns in the …
‘Closing the achievement gap’ in English cities and towns in the twenty-first century Geoff Whitty, Bath Spa University, UK Jake Anders, National Institute of Economic and Social Research, UK …
Minority language pupils and the curriculum: closing the achievement gap
Chapter 6: Closing the achievement gap for minority language children: A rapporteur’s thoughts on continuing the march, Rory Mc Daid 40 Author biographies 48 ... provide relevant practical …
Closing Achievement Gaps - Thomas R. Guskey & Associates
Guskey, T. R. (2007). Closing the achievement gap: Revisiting Benjamin S. Bloom’s “learn-ing for mastery.” Journal of Advanced Academics, 19, 8–31. The problem of achievement gaps …
Closing the Achievement Gap: Good Practice in Schools
Closing the achievement gap for disadvantaged pupils: Lessons from successful schools. Aims. The ‘Closing the Achievement Gap for Disadvantaged Pupils’ research aims to examine the …
Closing the Social-Class Achievement Gap: - JSTOR
Closing the Social-Class Achievement Gap: 2014, Vol. 25(4) 943-953 A Difference-Education Intervention Improves First-Generation Students' ... For example, in a semester-long series of …
TEACHING [Guide to Closing the Achievement Gap]
articulate actions teachers must take to drive student achievement. Teaching As Leadership simultaneously provides a powerful over-arching framework for closing the achievement gap …
Closing Achievement Gaps
readiness and also considers strategies for closing the gap. Three strategies hold special promise. In the long run, research on brain development may prove to be important. …
Strategies and Practices to Close the Gender-Based Achievement Gap …
Research Brief: Strategies and Practices to Close the Gender-Based Achievement Gap in Florida RESEARCH BRIEF These strategies emphasize the academic and classroom supports that …
Closing Achievement Gaps in Diverse and Low-Poverty Schools
Districts serious about closing achievement gaps in diverse schools need an approach that includes both what strategies to pursue and how to put those strategies into action. While …
Closing the Achievement Gap for Young Students
Closing the Achievement Gap for Young Students. Published on August 26, 2020 in Education Week’s Inside School Research Blog. COVID-Related Learning Loss Will Hit Younger . …
Reproductions supplied by EDRS are the best that can be made …
III. Contributing Factors and Strategies for Closing the Gap. 21. TABLE I: Factors That May Contribute to the Gap, Strategies That Could Help Close the Gap. 21. A. Factors That May …
Leadership Practices to Increase Equity through Closing …
implementation of gap-closing strategies. Student achievement data revealed achievement rising and gaps closing between the intervention subgroups and their peers in different ways at the …
The Role of Continuous Professional Development in Closing the Gap …
achievement of pupils from low-income homes. This report is based on a systematic review of the international evidence on what works in closing the attainment gap. Each chapter focuses …
Closing the Achievement Gap - boarddocs.com
closing . Percent of Students Proficient and Advanced by Income, CSAP/TCAP Reading . 24% gap: The gap between minority and non minority has improved marginally, but is still large . …
Minority Language Pupils and the Curriculum: Closing the Achievement Gap
Preface 1 Chapter 1: Closing the achievement gap – challenges and opportunities, Barbara O'Toole and Barbara Skinner 3 Chapter 2: Working towards a multilingual social interaction …
Characteristics of Effective Reading Language Arts Teachers in Closing …
to experience student achievement gaps despite the implementation of initiatives as the African American Success Initiative. The school leadership needed a deeper understanding regarding …
Arkansas Commission on Closing the Academic Achievement Gap
The Arkansas Commission on Closing the Achievement Gap has been re-constituted, and is now composed in ... instructional strategies such as cooperative learning structures, thematic, …
Making STEM Equitable: An Active Learning Approach to Closing …
5 Apr 2020 · active learning strategies as opposed to traditional, teacher-centered instructional approaches. This shift is at the forefront of ... has been a powerful pedagogy in closing the …
Closing the Achievement Gap and Promoting Greater Access to …
system are the achievement gap that exists between middle class students and low-income and minority groups and second, the underrepresentation that exists among these groups in …
Closing the Achievement Gap Specialist Training - School …
Rev. June 2024 ASCA Video: Address Achievement Gaps with Data 1.15 ASCA Webinar: Determine Student Needs 1.15 ASCA Video: Use Data to Address Equity 1.15 ASCA …
Interventions aimed at closing the social class achievement gap ...
class achievement gap as well as interventions aimed at closing this gap. We outline three major sources of the social class achievement gap — individual skills, structural conditions, and …
Closing the Achievement Gap by Detracking - University of …
d i f f e r ent strategies for closing the achievement gap. So m e b e l i e v e that the solution is to encourage more minori-ty students to take high-track classes. 1 1. Others believe that if all …
Closing the Achievement Gap Through Evidence- Based Inquiry …
Timperley, H. S., & Parr, J. M. (2007). Closing the achievement gap through evidence-based inquiry at multiple levels of the education system. Journal of Advanced Academics, 19, …
Closing the Achievement Gap by Detracking - National …
performance suggest different strategies for closing the achievement gap. Some believe that the solution is to encourage more minority students to take high-track classes.11 Others believe …
The Real “Gap” In Closing The Academic Achievement “Gap”: The …
2 Oct 2006 · the achievement gap. Achievement Gap Exists on College Entrance Examinations As could be predicted by the facts of racial and/or ethnic disparities in early education already …
MicNFER evidence on access and achievement educational …
Effective Classroom Strategies for Closing the Gap in Educational Achievement for Children and Young People Living in Poverty, Including White Working‐Class Boys Reference: Sharples, J., …
What Does Data and Research Tell Us About Closing the Achievement Gap ...
2. Why does the achievement gap matter? 3. What does the data tell us about the achievement gap for disadvantaged pupils? 4. What does research tell us about the most effective …
Closing the achievement gap: Four states’ efforts
Achievement Gap Task Force The state’s ambitious goal of eliminating the achievement gap by the year 2020 is actively overseen by The Achievement Gap Task Force, which was created …
Closing the Achievement Gap and Promoting Greater Access to …
The American education system faces challenges of an achievement gap between middle class and low-income/minority students, as well as underrepresentation in gifted programs. Two …
Closing the Achievement Gap: The Promise of Dual Language …
Entitled: Closing the Achievement Gap: The Promise of Dual Language Programs for English Language Learners has been approved as meeting the thesis or project requirement for the …
Closing the Opportunity Gap - ospi.k12.wa.us
Identifying data elements and systems needed to monitor progress in closing the gap. Making closing the achievement gap part of the school and school district improvement process. …
Teachers’ Perceptions of Educators’ and Students’ Role in Closing …
Closing the achievement gap is an issue that continues to be discussed in many educational roles. This article reviews perceptions from educators and students relative to strategies and …
Closing Achievement Gaps in Diverse and Low-Poverty Schools
Districts serious about closing achievement gaps in diverse schools need an approach that includes both what strategies to pursue and how to put those strategies into action. While …
Closing The Achievement Gap Strategies - netsec.csuci.edu
explore the advantages of Closing The Achievement Gap Strategies books and manuals for download, along with some popular platforms that offer these resources. One of the significant …
Closing Achievement Gaps - ResearchGate
Closing the achievement gap: Revisiting Benjamin S. Bloom’s “learn- ... Second, Bloom looked at studies of the learning strategies of academically successful students, particularly the work of ...