scholarly journals Achievement Gaps in the Wake of COVID-19

2021 ◽  
pp. 0013189X2110112
Author(s):  
Drew H. Bailey ◽  
Greg J. Duncan ◽  
Richard J. Murnane ◽  
Natalie Au Yeung
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Achievement Gap ◽  
Reading Achievement ◽  
Mental Models ◽  
Family Life ◽  
High Income ◽  
Achievement Gaps ◽  
Class Instruction

A survey targeting education researchers conducted in November 2020 provides forecasts of how much achievement gaps between low- and high-income students in U.S elementary schools will change as a result of COVID-related disruptions to in-class instruction and family life. Relative to a pre-COVID achievement gap of 1.00 SD, respondents’ median forecasts for the jump in the achievement gaps in elementary school by spring 2021 were large–a change from 1.00 to 1.30 and 1.25 SD for math and reading achievement. Forecasts were similar for 2022. Although forecasts were heterogeneous, respondents showed overwhelming consensus that gaps would grow. We discuss implications for strategies to reduce learning gaps exacerbated by the pandemic as well as the mental models researchers appear to employ in making their forecasts.

Income Segregation between School Districts and Inequality in Students’ Achievement

2017 ◽  
Vol 91 (1) ◽  
pp. 1-27 ◽  
Author(s):  
Ann Owens
Keyword(s):  
Achievement Gap ◽  
School Districts ◽  
Low Income ◽  
White Students ◽  
High Income ◽  
Achievement Gaps ◽  
Disadvantaged Students ◽  
Low Income Students ◽  
White Families ◽  
Income Segregation

Large achievement gaps exist between high- and low-income students and between black and white students. This article explores one explanation for such gaps: income segregation between school districts, which creates inequality in the economic and social resources available in advantaged and disadvantaged students’ school contexts. Drawing on national data, I find that the income achievement gap is larger in highly segregated metropolitan areas. This is due mainly to high-income students performing better, rather than low-income children performing worse, in more-segregated places. Income segregation between districts also contributes to the racial achievement gap, largely because white students perform better in more economically segregated places. Descriptive portraits of the school districts of high- and low-income students show that income segregation creates affluent districts for high-income students while changing the contexts of low-income students negligibly. Considering income and race jointly, I find that only high-income white families live in the affluent districts created by income segregation; black families with identically high incomes live in districts more similar to those of low-income white families. My results demonstrate that the spatial inequalities created by income segregation between school districts contribute to achievement gaps between advantaged and disadvantaged students, with implications for future research and policy.

TINGKAT STRES KERJA DAN STRATEGI KOPING GURU SD DALAM IMPLEMENTASI KURIKULUM 2013

2019 ◽  
Vol 9 (2) ◽  
pp. 155-164
Author(s):  
Nadia Yuli Pertiwi ◽  
Ice Yulia Wardani
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Elementary School Teachers ◽  
Work Stress ◽  
Coping Strategy ◽  
School Teachers ◽  
Cross Sectional ◽  
Central District ◽  
And Coping ◽  
Moderate Stress

Kualitas guru sangat mempengaruhi pendidikan pada setiap jenjangnya termasuk jenjang sekolah dasar. Profesi guru termasuk salah satu pekerjaan yang memiliki tingkat stres kerja yang tinggi. Salah satu penyebab stres adalah kurikulum pendidikan.Penelitian ini bertujuan untuk mengetahui gambaran tingkat stres kerja dan strategi koping guru sekolah dasar negeri dalam implementasi kurikulum 2013 di Kecamatan Bogor Tengah Kota Bogor. Penelitian ini menggunakan desain penelitian deskriptif kuantitatif sederhana dengan pendekatan cross sectional. Penelitian ini melibatkan 222 guru di sekolah dasar negeri Kecamatan Bogor Tengah yang dipilih menggunakan purposive sampling. Hasil penelitian ini menggambarkan bahwa sebesar (81,5%) guru mengalami stres sedang. Penjabaran dari dimensi stres kerja yaitu dimensi peran kerja individu (ORQ), dimensi beban kerja individu (PSQ), dan dimensi sumber daya yang dimiliki (PRQ) menunjukkan bahwa mayoritas guru mengalami stres sedang pada ketiga kategori tersebut. Adapun jenis strategi koping yang paling sering digunakan adalah problem focused coping (54,6%). Hasil penelitian ini diharapkan agar perawat dapat bekerja sama dengan pihak sekolah dasar negeri untuk memfasilitasi kegiatan yang dapat meminimalkan kejadian stres kerja dengan penggunaan strategi koping yang tepat.   Kata kunci: Guru sekolah dasar negeri, stres kerja, kurikulum 2013, strategi koping   THE LEVEL OF STRESS AND COPING STRATEGY OF ELEMENTARY SCHOOL TEACHERS IN IMPLEMENTATION OF CURRICULUM 2013   ABSTRACT Teachers quality is greatly influence education at the whole level of education including elementary school level. Teachers are one of the jobs with high levels of work stress. One of the causes of work stress is  educational curriculum. This study aims to determine the level of stress and coping strategy of elementary school teachers in implementation of curriculum 2013 in Bogor Central District, Bogor. The design in this research used descriptive quantitative with cross sectional approach. This study involved 222 elementary schools teachers in Bogor Central District selected by purposive sampling. The results of this study illustrate the majority of elementary schools teachers in Bogor Central District (81,5%) experience moderate stress. Each dimension of work stress, occupational role (ORQ), personal strain (PSQ) and personal resources (PRQ) show that the majority of teachers experience moderate stress. The type of coping strategy that is most often used by elementary schools teachers in Bogor Central Districtis is problem focused coping (54,6%). The results of this study recommend nurses to be able for collaboration with school to facilitate activities that could reduce stress and use appropriate coping strategies.   Keywords: Elementary School Teacher, work stress, curriculum 2013, coping strategy

PENGARUH MODEL PEMBELAJARAN PROBING PROMPTING BERBANTUAN MULTIMEDIA TERHADAP HASIL BELAJAR IPA

2018 ◽  
Vol 2 (3) ◽  
pp. 336
Author(s):  
Ni Pt Rasni Karwati ◽  
Km Ngurah Wiyasa ◽  
I Kt Ardana
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Science Learning ◽  
Learning Model ◽  
Test Method ◽  
Fifth Grade ◽  
Control Group ◽  
Fifth Grade Students ◽  
School Year ◽  
Significant Difference

This research aims to determine the significance of the difference in science learning results between the group of fifth-grade students in Gugus I Elementary Schools, North Kuta District, in the school year of 2017/2018, that take lessons with the multimedia-assisted probing-prompting learning model and the group of students that take lessons with the conventional learning. The design of this research is a quasi-experimental research with the nonequivalent control group design. The population of this research are all the fifth-grade students of Gugus I Elementary Schools in North Kuta District that still implement the KTSP, which consists of 10 classes with a total of 339 students. The sampling is conducted using the random sampling technique. The sample in this research are the students of class VB in SD (Elementary School) No.7 Dalung, with 36 students as the experiment group and the students of class VB in SD No.4 Dalung with 28 students as the control group. The data collection is conducted using the test method in the form of the multiple choice objective test. The science learning results are analyzed using the t-test. Based on the average the experiment groups =80,89 > the control group =72,85, which means that the multimedia-assisted probing-prompting learning model has an influence on the science learning result. Based on the hypothesis test, tvalues =4,517> ttable =2,000, with dk=62 and a significance level of 5%. Based on the test criteria, H0 is rejected and Ha is accepted. Thus, it can be interpreted there is a significant difference the science learning result between the group of students that were taught using the multimedia-assisted probing-prompting learning model and the students that were taught using the conventional learning. It can be concluded that the the multimedia-assisted probing-prompting learning model has an influence on the science learning result of the fifth-grade students in Gugus I Elementary School, North Kuta District, in the school year of 2017/2018. Keywords : probing prompting, multimedia, science learning result

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.

KONTRIBUSI KOMITMEN GURU PADA TUGAS DAN KOMUNIKASI INTERPERSONAL SECARA BERSAMA-SAMA TERHADAP IKLIM KERJA SAMA GURU SD NEGERI DI KECAMATAN JAYA BARU KOTA BANDA ACEH

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Nurhaidah M. Insya Musa ◽  
Alfiati Syafrina
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Elementary School Teachers ◽  
Interpersonal Communication ◽  
School Teachers ◽  
Good Relation ◽  
The Relationship ◽  
Banda Aceh

Theaim of thisresearch wasto investigatedthe contributionof togetherly teacher's commitmen to interpersonal task and communication to ward state elementary school teachers collaborations ceneat Jaya Baru sub-district, city of Banda Aceh. There were 26 respondent sofel ementary steacherat Jaya Baru sub-districtmilieu, city of Banda Aceh. There sult sof this research showed that: (1) thereisrelationship between commitment (X1) and Y which significant to correlation value 0.635. It showed that commit ment have good relation ship with collaboration of teacher, (2) the correlationship between interpersonal communication (X2) and Y were significant with correlation value 0 .535. It showed that interpersonal communication hav enormal relationship with teacher's collaboration, and (3) Relationship togetherly between interpersonal commitment and communication with teacher's collaboration sceneasbigas 0.728. In other words, the relationship between the irorganization and capability 100% have not metyet requisite of being professionally teacher and to create the collaboration sphere which it should be. It alsomean that their collaboration scene isnot completeyet so that it need to bemore in creased infuturein order to getbetter quality for elementary schools at Meuraxa sub-district, city of Banda Aceh.

English teaching profiles at islamic Of elementary schools in kuranji - padang

2018 ◽  
Vol 2 (3) ◽  
pp. 1-15
Author(s):  
Rasmita Rasmita
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
English Teachers ◽  
Islamic State ◽  
English Teaching ◽  
Purposive Sample ◽  
Descriptive Qualitative

    The design of this research was descriptive qualitative that to draw about  English teaching profiles at Islamic of Elementary Schools in Kuranji – Padang. The researcher takes three schools by using purposive sample. They were Islamic State of Elementary schools Korong Gadang, Islamic State of Elementary School Gunung Sarik and Private Islamic State of Elementary School Sungai Sapih. The respondents consisted of three English teachers and the headmasters. In gathering the data, the researcher did observation and interview as instruments. In analyzing the data, the resercher followed two ways, namely; pure analysis and analytic. Pure analysis and analytic in order to describe the data naturally and connect it to the theory. The findings of this research showed that the English teachers at Elementary School should graduate from English pedagogical, because of that the teacher have to good techniques in teaching. In spite of the English teachers must able to prepare the suitable media with the material. The English teachers also use  good methods and evaluation to increase the students’ achievement.    

The Achievement Gap: Past, Present & Future

Daedalus ◽  
2011 ◽  
Vol 140 (2) ◽  
pp. 90-100 ◽  
Author(s):  
Richard E. Nisbett
Keyword(s):  
Academic Achievement ◽  
Elementary Schools ◽  
Achievement Gap ◽  
Middle Class ◽  
Later Life ◽  
Black Children ◽  
Class Differences ◽  
Blacks And Whites ◽  
Intellectual Skills ◽  
Middle Class Blacks

The achievement gap between blacks and whites owes nothing to genetics. It is not solely due to discrimination or social-class differences between blacks and whites. It is due in good part to environmental differences between blacks and whites stemming from family, neighborhood, and school socialization factors that are present even for middle-class blacks. The gap is closing slowly, but it could be closed much more rapidly, with interventions both large and small. Preschool programs exist that can produce enormous differences in outcomes in school and in later life. Elementary schools where children spend much more time in contact with the school, and which include upper-middle-class experiences such as visits to museums and dramatic productions, have a major impact on poor black children's academic achievement. Simply convincing black children that their intellectual skills are under their control can have a marked impact.

Are Students With Disabilities Accessing the Curriculum? A Meta-Analysis of the Reading Achievement Gap Between Students With and Without Disabilities

2018 ◽  
Vol 85 (3) ◽  
pp. 329-346 ◽  
Author(s):  
Allison F. Gilmour ◽  
Douglas Fuchs ◽  
Joseph H. Wehby
Keyword(s):  
Achievement Gap ◽  
Reading Achievement ◽  
Students With Disabilities ◽  
Grade Level ◽  
Meta Analysis ◽  
Effect Sizes ◽  
Typically Developing ◽  
Federal Policies ◽  
Reading Achievement Gap ◽  
Improve Access

Federal policies have aimed to improve access to grade-level curriculum for students with disabilities (SWD). Current conceptualizations of access posit that it is evidenced by students’ academic outcomes. In a meta-analysis of 180 effect sizes from 23 studies, we examined access as outcomes by estimating the size of the gap in reading achievement between students with and without disabilities. Findings indicated that SWDs performed 1.17 standard deviations, or more than 3 years, below typically developing peers. The reading gap varied by disability label but not by other student and assessment characteristics. We discuss implications for access to grade-level curriculum and potential reasons for why the achievement gap is so large despite existing policies.

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