scholarly journals The Role of Planning Skills in the Income-Achievement Gap

2013 ◽  
Vol 85 (2) ◽  
pp. 405-411 ◽  
Author(s):  
Stephen R. Crook ◽  
Gary W. Evans
Keyword(s):  
Achievement Gap ◽  
Income Achievement Gap

scholarly journals Neural mechanisms underlying the income-achievement gap: the role of the ventral visual stream

2021 ◽  
pp. 101025
Author(s):  
Maya L. Rosen ◽  
Lucy A. Lurie ◽  
Kelly A. Sambrook ◽  
Andrew N. Meltzoff ◽  
Katie A. McLaughlin
Keyword(s):  
Achievement Gap ◽  
Neural Mechanisms ◽  
Visual Stream ◽  
Ventral Visual Stream ◽  
Income Achievement Gap

Closing Achievement Gaps: Examining the Roles of School Background and Process

2021 ◽  
pp. 001312452198944
Author(s):  
Huang Wu ◽  
Jianping Shen ◽  
Jessaca Spybrook ◽  
Xingyuan Gao
Keyword(s):  
Achievement Gap ◽  
Teacher Collaboration ◽  
White Students ◽  
Science Achievement ◽  
Linear Models ◽  
Achievement Gaps ◽  
School Level ◽  
Academic Learning ◽  
Closing Achievement Gaps

The purpose of this study was to examine the role of school background and school process in closing achievement gaps between White and non-White students in science. To answer the research questions, a series of two-level hierarchical linear models (HLM) was performed on the fourth-grade U.S. portion of the 2015 Trends in International Mathematics and Science Study (TIMSS) data. Results indicate that (a) the science achievement gap between White and non-White students is 0.21 standard deviation, holding student and school background constant; (b) the science achievement gap varies across schools; (c) none of the school background variables are associated with the achievement gap in a school; and (d) school emphasis on student academic learning is not only associated with higher school-level science achievement, but also with a narrower science achievement gap between White and non-White students. However, teacher collaboration is not associated with school-level science achievement but is associated with a larger achievement gap. Implications, limitations, and recommendations for further research are discussed.

Self-regulation and the income-achievement gap

2008 ◽  
Vol 23 (4) ◽  
pp. 504-514 ◽  
Author(s):  
Gary W. Evans ◽  
Jennifer Rosenbaum
Keyword(s):  
Achievement Gap ◽  
Self Regulation ◽  
Income Achievement Gap

scholarly journals School Selection and the Social Class Divide: How Tracking Contributes to the Reproduction of Inequalities

2018 ◽  
Vol 45 (3) ◽  
pp. 477-490 ◽  
Author(s):  
Anatolia Batruch ◽  
Frédérique Autin ◽  
Fabienne Bataillard ◽  
Fabrizio Butera
Keyword(s):  
Socioeconomic Status ◽  
Achievement Gap ◽  
Social Class ◽  
Social Inequalities ◽  
Social Classes ◽  
Selection Function ◽  
The Social ◽  
Role Of Teachers ◽  
School Selection

Selection practices in education, such as tracking, may represent a structural obstacle that contributes to the social class achievement gap. We hypothesized that school’s function of selection leads evaluators to reproduce social inequalities in tracking decisions, even when performance is equal. In two studies, participants (students playing the role of teachers, N = 99, or preservice and in-service teachers, N = 70) decided which school track was suitable for a pupil whose socioeconomic status (SES) was manipulated. Although pupils’ achievement was identical, participants considered a lower track more suitable for lower SES than higher SES pupils, and the higher track more suitable for higher SES than lower SES pupils. A third study ( N = 160) revealed that when the selection function of school was salient, rather than its educational function, the gap in tracking between social classes was larger. The selection function of tracking appears to encourage evaluators to artificially create social class inequalities.

scholarly journals Can students themselves narrow the socioeconomic-status-based achievement gap through their own persistence and learning time?

2015 ◽  
Vol 23 ◽  
pp. 108 ◽  
Author(s):  
Haigen Huang
Keyword(s):  
United States ◽  
Socioeconomic Status ◽  
Achievement Gap ◽  
International Student ◽  
Linear Models ◽  
Student Assessment ◽  
The United States ◽  
Learning Time ◽  
International Student Assessment

Despite decades of educational reforms, the achievement gap based on socioeconomic status (SES) persists in the United States. Not only does the SES-based achievement gap persist, it has also been widening. This study focused on the role of students, hypothesizing that students might reduce the SES-based achievement gap by increasing their learning time and persistence. I used both ANOVA and two-level hierarchical linear models (HLM) to analyze the Program for International Student Assessment (PISA) United States data. The findings suggested that students viewing themselves to be persistent were likely to perform better than those viewing themselves to be less persistent. Also increased time learning in school was associated with increased achievement. However, high-SES students generally spent more time learning in school and viewed themselves to be more persistent. Thus learning time and persistence were not likely to address the SES constraint on achievement for a majority of low-SES students unless schools provided them extra classes and learning opportunities.

Social Constructivism and the School Literacy Learning of Students of Diverse Backgrounds

1998 ◽  
Vol 30 (2) ◽  
pp. 297-319 ◽  
Author(s):  
Kathryn H. Au
Keyword(s):  
Achievement Gap ◽  
Classroom Management ◽  
Social Constructivism ◽  
Literacy Learning ◽  
Instructional Materials ◽  
Literacy Achievement ◽  
Diverse Backgrounds ◽  
Mainstream Students ◽  
Literacy Educators

This theoretical review builds on the idea that social constructivism offers implications for reshaping schooling in ways that may correct the gap between the literacy achievement of students of diverse backgrounds and that of mainstream students. A diverse social con-structivist perspective may encourage literacy educators to progress from a mainstream orientation toward a serious consideration of the significance of students' ethnicity, primary language, and social class to literacy learning. From a social constructivistperspective, 5 explanations for the literacy achievement gap appear plausible: linguistic differences, cultural differences, discrimination, inferior education, and rationales for schooling. Incorporating these 5 explanations and building on the work of Cummins (1986, 1994), a conceptual framework for addressing the literacy achievement gap is proposed. This framework suggests that the school literacy learning of students of diverse backgrounds will be improved as educators address the goal of instruction, the role of the home language, instructional materials, classroom management and interaction with students, relationships with the community, instructional methods, and assessment.

Addressing Racism

2013 ◽  
Vol 44 (1) ◽  
pp. 23-36 ◽  
Author(s):  
Beatriz D'Ambrosio ◽  
Marilyn Frankenstein ◽  
Rochelle Gutiérrez ◽  
Signe Kastberg ◽  
Danny Bernard Martin ◽  
...  
Keyword(s):  
Mathematics Education ◽  
Social Context ◽  
Achievement Gap ◽  
Special Issue ◽  
Race And Racism ◽  
The Social

This is a dialogue extracted from a conversation among some members of the Equity Special Issue Editorial Panel (Beatriz D'Ambrosio; Marilyn Frankenstein; Rochelle Gutiérrez, Special Issue editor; Signe Kastberg; Danny Martin; Judit Moschkovich; Edd Taylor; and David Barnes) about racism in mathematics education. It raises issues about the use of terms such as race and racism; understanding fields of research outside of mathematics education; the kinds of racialization processes that occur for students, teachers, and researchers; the social context of students; the achievement gap; and the role of mathematics education in the production of race.

scholarly journals The Income-Achievement Gap and Adult Outcome Inequality

2015 ◽  
Vol 2015 (041) ◽  
pp. 1-60
Author(s):  
Eric R. Nielsen ◽  
Keyword(s):  
Achievement Gap ◽  
Adult Outcome ◽  
Income Achievement Gap
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