Data from the 2017 American census shows that the United States is rapidly becoming an increasingly diverse nation, with the number of racial and ethnic minorities growing faster than that of whites. Continue reading
Tag: In-School Factors
Considerable research has focused on trying to identify and address essential factors contributing to the persisting United States racial achievement gap. Research demonstrates that these contributing factors exist both within the school and classroom walls, as well as externally in the home environment or during summer months (see here and here ). Many of these factors such as summer learning loss and limited school resources are addressable through policy shifts or better funding distribution. However, several serious contributors are substantially more difficult to recognize and resolve as they are happening in the unconscious, such as teachers implicit racial bias. Continue reading
Extensive research shows the continued presence of the achievement gap in the United States, drawing links predominantly between the quality of schools and children’s poorer academic performance (see here and here). However, a growing body of research suggests several health factors are being neglected consistently, while disproportionately negatively impacting school-aged children, especially low-income, urban minority youth (see here). Continue reading
It is a well-established fact that teacher quality is the biggest school-level factor related to the success or failure of students and thus, the achievement gap between students. A 2006 study in Los Angeles, CA found that when students were taught by the top 25% of the most effective teachers, the students advanced approximately five percentile points each year compared with their peers. Those taught by teachers in the bottom quartile of effectiveness, lose, on average, five percentile points, compared with their peers. However, having access to quality teachers would not be possible without a skilled and dedicated principal. Continue reading