Mindset, stereotype threat and the academic achievement gap between Chinese and Latinx English Learners (ELs)

2022 ◽  
Vol 112 ◽  
pp. 101916
Author(s):  
Amado M. Padilla ◽  
Xinjie Chen ◽  
David Song ◽  
Elizabeth Swanson ◽  
Margaret Peterson
Keyword(s):  
Academic Achievement ◽  
Achievement Gap ◽  
Stereotype Threat ◽  
English Learners ◽  
Academic Achievement Gap

scholarly journals Teacher qualification and the achievement gap in early primary grades.

2009 ◽  
Vol 17 ◽  
pp. 15 ◽  
Author(s):  
Donald Easton-Brooks ◽  
Alan Davis
Keyword(s):  
Academic Achievement ◽  
No Child Left Behind ◽  
Achievement Gap ◽  
Elementary School Teachers ◽  
Academic Achievement Gap ◽  
Left Behind ◽  
Teacher Qualification ◽  
Early Primary ◽  
Certified Teacher ◽  
Relationship Of

Title I of the No Child Left Behind Act (P.L. 107-110, 115 Stat. 1245, 2002) holds schools accountable for reducing the academic achievement gap between the different ethnic groups and requires elementary school teachers to have at least a bachelors degree and a state certification. The purpose of this study was to examine the relationship of the qualification requirement of NCLB to the goal of reducing the academic achievement gap. The study found that students with a certified teacher for most of their early school experience scored higher in reading than students who did not have a certified teacher. In addition, certification was associated with slightly narrowing the academic gap between African American and European American students across early elementary grades.

scholarly journals The Academic Achievement Gap in Grades 3 to 8

2006 ◽  
Author(s):  
Charles Clotfelter ◽  
Helen Ladd ◽  
Jacob Vigdor
Keyword(s):  
Academic Achievement ◽  
Achievement Gap ◽  
Academic Achievement Gap

Capitalizing on Differences: Keys to Unlocking the Academic Achievement Gap

2020 ◽  
Vol 15 (2) ◽  
Author(s):  
Marie Byrd
Keyword(s):  
Academic Achievement ◽  
English Language Learners ◽  
Achievement Gap ◽  
Language Learners ◽  
Students Of Color ◽  
English Language ◽  
Ethnically Diverse ◽  
High Poverty ◽  
Academic Achievement Gap ◽  
Low Socioeconomic

AbstractClosing the U.S. academic achievement gap is as complex as it is comprehensive due to the disproportion of instructional opportunities available to underserved student populations. Underserved student populations are defined as  minority and/or students of color from low-socioeconomic families and communities, English language learners and recent immigrants (Wolniak, Flores, & Kemple, 2016). Raising the academic achievement of culturally, racially and ethnically diverse students from high poverty and/or high-risk communities will require more than national and/or state policies and mandates. It necessitates a transformative view of the teacher as a change agent with the ability to alter the culture, climate and level of student achievement in a classroom. This capacity-based method extends beyond what is readily identifiable by acknowledging the variances in approaches to teaching all students through research-based best practices to capitalize on differences. The approach presented allows for the focus on student variation in an inclusive setting to enhance academic achievement.

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