Mind wandering: A potentially generative idea for understanding the socioeconomic status academic achievement gap.

2018 ◽  
Vol 4 (2) ◽  
pp. 138-152
Author(s):  
Brian Gearin ◽  
Hank Fien ◽  
Nancy J. Nelson
Keyword(s):  
Academic Achievement ◽  
Socioeconomic Status ◽  
Achievement Gap ◽  
Mind Wandering ◽  
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.

A Six-Year Follow-up of Academic Achievement in An Israeli Elementary School Integration Project

1992 ◽  
Vol 74 (1) ◽  
pp. 123-129 ◽  
Author(s):  
Yaacov J. Katz ◽  
Avraham Ben-Yochanan ◽  
Masha Sheinman
Keyword(s):  
Academic Achievement ◽  
Socioeconomic Status ◽  
Elementary School ◽  
Academic Success ◽  
Achievement Gap ◽  
Control Group ◽  
Lower Socioeconomic Status ◽  
Lower Socioeconomic ◽  
Integration Project ◽  
Experimental Group

An integration project initiated at the Gush Etzion Regional Elementary School in Israel at the beginning of the 1984/85 school year has now been running for six years. In the program ethnically Oriental pupils from a lower achievement-oriented environment and lower socioeconomic status were assigned to integrated classrooms together with higher achievement-oriented and higher socioeconomic-status students of Western ethnic background. A number of interventions designed to promote improved academic achievement were implemented at the school. Analysis indicated that pupils of lower socioeconomic status assigned to the experimental group achieved significantly higher reading scores than pupils of lower socioeconomic status in the control group attending a nonintegrated school. However, pupils of higher socioeconomic status studying in the integrated school and belonging to a comparison group achieved higher scores on the research instrument than members of either the experimental or the control groups despite the interventions undertaken to close the achievement gap. It appears that, although the interventions undertaken contributed to academic success of the experimental group subjects, they did not go all the way towards closing the achievement gap between lower and higher socioeconomic-status pupils.

Feed My Sheep: An Analysis of the Black–White Biblical Academic Achievement Gap

2013 ◽  
Vol 55 (4) ◽  
pp. 629-644 ◽  
Author(s):  
Jonathan D. Brackens
Keyword(s):  
Academic Achievement ◽  
Achievement Gap ◽  
Academic Achievement Gap

Structural racism as the fundamental cause of the academic achievement gap

2019 ◽  
Vol 13 (6) ◽  
pp. e12696 ◽  
Author(s):  
David M. Merolla ◽  
Omari Jackson
Keyword(s):  
Academic Achievement ◽  
Achievement Gap ◽  
Structural Racism ◽  
Academic Achievement Gap ◽  
Fundamental Cause

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
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