Document Type

Article

Publication Date

Winter 2014

Abstract

For years we have grappled with the effects of the Achievement Gap, which has been defined by: (a) the National Assessment of Educational Progress (2011) as the “observed, persistent disparity of educational measures between the performance of groups of students, especially groups defined by socioeconomic status (SES), race/ethnicity and gender; (b) The National Education Association (2013) as differences between the scores of students with different backgrounds (ethnic, racial, gender, disability, and income) are evident on large-scale standardized tests, adding that test score gaps often lead to longer-term gaps, including high school and college completion and the kinds of jobs students secure as adults; and (c) The Great Schools Partnership (2013) as “any significant and persistent disparity in academic performance or educational attainment between different groups of students, such as white students and minorities or students from higher-income and lower-income households.” The GSP further defines the achievement gap as having any significant and persistent disparity in academic performance or educational attainment between different groups of students, such as white students and minorities or students from higher-income and lower-income households.

 
 

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