The Racial Achievement Gap 2007EAD882

							                                                                             Joel Dohm
                                                                             EAD 882
                                                                             April 2007

       The Racial Achievement Gap: How to begin to fix what is wrong.


       The racial achievement gap is not a relatively new phenomenon in public schools

throughout the United States. There is great disparity between the achievement levels of

students with White/Asian heritage and those with African American/Hispanic heritage.

The problem is that this gap has not been given the right attention at all levels. Teachers,

administrators, local government, state government and especially the national

government, need to be involved to fix the problems students face.

       The reason this gap is of major importance to educators is that this achievement

gap leads to “limited college, career, and life choices for many African American and

Latino students. It fosters racial divisions in and out of schools; weakens the economy;

and exacerbates the state’s poverty- and crime-related problems.” (Wing, 2004) With all

of this in mind, it makes sense to focus on this problem and determine what steps our

nation’s public schools need to take to begin bridging the achievement gap.

       The racial achievement gap is recognized as this disparity in test scores between

African American/Hispanic students and White/Asian students. Students who attend the

same schools will have drastically different educational experiences leading to a wide gap

in knowledge acquisition. “The average African American 12th grade student’s

proficiency in basic skills is roughly the same as the average White eighth grader.”

(Roach, 2004)

       This issue is of great importance to all educators. In the future this country will

no longer be a country of a White majority. By the year 2050, the population will have a
non-white majority. If these trends continue and are not fixed, “the prospects for a

healthy national economy and social stability will be in danger.” (Roach, 2004) Our role

in all world and national affairs will be affected in an adverse way. No longer will we be

one of the most educated countries in the world. We will begin a backwards slide.

(Roach, 2004)

Identifying the Problem

        The first step would be to identify what factors lead to this large discrepancy in

academic achievement between African American/Hispanics and White/Asian students.

To begin with, there are numerous early life factors that contribute to students coming

into their educational career with less of a background than others. Low birth weight,

single parent household, young mother, high amounts of television viewing and no

preschool are some of the early factors that lead to students being at different levels when

entering school. African American students are also less ready to conform to the

behavioral restraints of public education. (Thernstrom &Thernstrom, 2003)

        Another factor that becomes more obvious as students proceed through school are

issues of poverty. Students of poor families go without some early academic

experiences. They have parents that lack the time to devote to schooling at home and

they lack the funds to purchase extra help or support for their child. The achievement

gap then becomes a cycle perpetuated by poverty or low-income levels. Black and

Hispanic students disproportionately represent this demographic in our country. (Olson,

2004)

        Cultural factors play a major role in continuing this educational achievement gap.

African American students usually have a different set of morals or rules that run their
educational lives, they want to fit in with the larger group. Parents may push for

academic success but the peer group may have a larger influence on the child’s success.

Many in their peer group see doing well in school as selling out and acting white. This

view will force students to resist school and lead to the predominantly white advanced

placement classes and largely minority remedial classes. These perceptions continue to

divide achievement between the different races. (William, 2001)

       The final issue is that of schools themselves. Schools today perpetuate this gap;

many administrators see these discrepancies in class attendance as just the way it is.

There is no push to make sure students are placed in classes where they belong. When

minority students are placed in low-level classes they usually will not question the

authority figure on the issue and just muddle through their educational career. This leads

to most Advanced Placement and Honors classes being majority White students while

their African American/Hispanic counterparts sit in less stimulating classes. Teachers in

these schools are usually not prepared to educate students of color. They do not

understand their culture or what is important to them. They are disconnected from the

students and communities they serve. Teachers in these districts typically do not have

high expectations for their students and allow them to fail and just fulfill the role they had

them pegged for. The teachers are typically very young and first time teachers. The ones

that do survive the first few years look to move on to more stable/safe districts. Teachers

in these districts are often not qualified to teach the classes they are assigned to. In

Missouri, “39% of secondary classes in high minority schools are taught by teachers

lacking a major or minor in that field compared to only 22% of classes in low minority

schools.” (By the People, 2005) The schools themselves are typically run down,
overcrowded, lacking materials for learning, and very unpleasant places to be. They are

not much safer than the community that surrounds them and they tend to be places where

kids come to kill time. Class schedules are not made to benefit the students but to fit

everyone that is there. The lack of funding just exacerbates the problem of learning. As

the rich get richer, the poor under funded schools and their students just fall farther and

farther behind. All of these factors play major roles in the lack of achievement by

African American/Hispanic students. Children can see what value is placed on

education. When they have to go without they understand that they are not valued and

neither is their education. (Kozol, 2006)



Ways to Begin to fix the Problem

       Understanding the Achievement Gap problem is key in trying to change the way

our education system works here in the United States. It is not all gloom and doom when

it comes to this topic. There are areas of the country that are making strides in bridging

this gap and having all of their students succeed. Because when this issue is dealt with, it

is not a matter of just bringing students to the same educational point, it is a matter of

having excellence for all students at a high level of achievement.

       The first issue in beginning to close the achievement gap is that of funding.

Michigan for example has tried to close the funding disparity since the creation of

Proposal A back in 1994. At that time, the funding disparity in Michigan ranged from

$3, 400 to as much as $10,300 per pupil. They have brought all schools up to a minimum

funding level, which has helped many of our urban schools. The problem still is that

there is a $5,255 disparity in per pupil funding between the rich districts and the rest. In
districts where funds are really needed to improve education for all, the lack of money

really hurts. On top of a huge money disparity, many of the neediest districts are losing

enrollment and that means a loss in funds. In all states, the legislature needs to step up

and fund schools the way they should be. Making sure money is available for programs

and activities that will benefit students and lead to higher achievement. Allowing for

higher increases each year to the neediest districts would allow them to make the

necessary changes while facing the adversity of losing enrollment. They need to fund

education fully and make sure it is a priority and not just lip service to their constituents.

This is not just a Michigan problem, but a nation wide problem that must be addressed at

the highest levels for real change to occur. (Michigan in Brief)

        Another issue of funding is referred to as “white flight”. As funds are taken away

or not given at all, some families will begin to move their children to better schools that

are funded better. This leads to even fewer funds coming to the schools that need them

the most. The school’s job is to make sure their funding does not lead to cuts in the most

needed programs. There are a few different ways they can approach this. They first can

begin to find some corporate sponsors that are willing to put some money up to make the

educational system work in their area. Businesses have a stake in having a community

that can be a productive workforce. The other way to find funds when others have been

cut is to look for different grants that can help sustain the most pivotal programs. (Stover,

2007)

        Teacher preparation is another key factor in closing the nation’s achievement gap.

With the creation of No Child Left Behind (NCLB) schools all across the nation are now

accountable to educating all students to higher levels. The issue at this time is that most
teachers are not prepared to teach in areas that are majority minority students. This ends

up leaving certain portions of our population behind. Colleges need to begin to recruit

more minority teachers to help fill this gap in instruction. Teachers that understand what

these students are going through are able to reach them and make a valuable connection.

As one teacher stated, "I think teachers of color bring with them an inherent

understanding of the backgrounds, attitudes, and experiences of students from certain

groups." (NEA, 2002) They can make school relevant and that is what learning really is.

These teachers are also a positive role model for students. This is not saying that only

minority teachers can reach students of color, but it is one avenue to help. This also

brings in more minorities into the profession, which is so desperately needed. Across the

nation “only 13% of all teachers are people of color and more than 40% of schools do not

have a single teacher of color on staff.” (NEA, 2002 & learningpt.org)

       The idea that white teachers can not reach students of color is nonsense. Teachers

without the same background as their students need to have better training before

entering the classroom. Making sure all teachers are highly qualified to teach in their

fields is one step toward success. Making sure pre-service teachers have field placements

in majority minority schools add to their learning. This is on the job learning before they

are on their own. They can learn from teachers that have been in this environment for

some time. They can learn from experts what works and what does not. This mentored

learning can prove to be invaluable to any teacher entering the profession. Schools can

also help their teachers be successful by offering relevant professional development.

Having professional development that relates directly to their students learning is very

valuable and can give them another way of reaching their students. Having teachers with
multiple tools for reaching students may also keep them in the profession with high

morale instead of burning them out and starting the process of training someone new

every few years, which is a major problem in many urban districts. (NEA, 2002&

Noguera, 2003) After all “good teaching is “the thing that unquestionably matters most”

to student learning. A study found that Texas students in low-performing schools that

hired the best teachers eventually outperformed students from high-performing schools

that hired from the bottom of the teaching pool.” (Learningpt.org)

        Many school districts that have begun to close the racial achievement gap have

done so with different after school programs. But, with most after school programs come

an added cost to educating our nation’s children. These schools that have been successful

have become vary creative in their budgeting. They have taken funds from other areas

they deem less necessary to their student’s success and moved them to after school

programs that better suit their students. These programs take on different looks across

the country. Most schools offer after school tutoring or work sessions. These are

designed to help the struggling students complete their work and get extra one-on-one

time. Other programs offer things like foreign language, Art, Music, Drama, and

Advanced classes that students attend every day. Most programs require students to keep

their grades up in order to participate in these “extra” classes. When students do not

fulfill their responsibilities, they are then eligible to be in the help sessions before they

participate in their extra classes. This is great motivation for all students. The idea of

giving students a set of activities they like and enjoy is a great motivation to succeed in

other areas they may not enjoy as much. (Ashbrook)
        Mentoring programs are another way of enhancing after school programs.

Having people from the community come in and interact with your students gives them

an avenue to view success in their community. Seeing others like them that have made a

great life for themselves is real motivation. Students begin to see that school has a

purpose and if they want that life they need to put their education first. Having students

from local colleges is a great source of mentors. On the other hand, bringing back some

students that made the wrong decisions can also be a motivating force. These people

need to be ones who have turned their lives around from the path they were first on.

They must see the purpose in your programs and push students not to make similar

choices they did. (Ashbrook)

       The whole purpose of after school programs is to provide an additional

environment where students can experience success and get the help they need. Most

programs run from the last bell of the day to five or six at night. This keeps students off

the streets and out of trouble until their parents are out of work. The longer they are

under adult supervision, the less likely they are to get into major trouble. (Ashbrook)

       Another major change for schools looking to address the achievement gap is that

of longer school days and school years. Schools all across the nation are changing the

way school and teaching are done. Many schools have extended their school year to at

least 220 days. Here in Michigan that would be over 40 days of extra instruction and

learning, however budget cuts continue to hurt changes like this. The extra school days

are used for instruction and sometime remediation of students. Besides extending the

school year, they have extended the school day. Some districts begin as early as 7:25

AM and run until as late as 5:00 PM. This extra time allows for more time on task and
extra help for struggling students. The added time also benefits advanced students

allowing them to take extra courses in areas of their interest. (Ashbrook)

       The atmosphere of schools is a critical aspect of learning that must be addressed

for the racial achievement gap to be closed. There are many different ways to begin to

fix this problem. Adding dress codes to schools that have major problems with

achievement is one way to change the climate. When all students are dressed the same, it

takes away the distractions of inappropriate clothing or even issues with gang colors. It

also gives the school a sense of rules and values. Most children need boundaries and

rules that regulate their lives. When they understand that they do not need to worry about

how they are dressed or who might be looking at them, they are better able to concentrate

on their learning. (Ashbrook) Schools in Flint, Michigan are looking to eliminate

problems and promote success by implementing a dress code. (Milton, 2006)

       Another aspect of the school atmosphere that must be changed is that of

expectations. “High-poverty schools often set shockingly low standards for their

students.” (Learningpt.org) Besides low standards for students, the standards for

everyone in the district are usually low. From administrators to the teachers, there is not

much expected from individuals and that must be changed. For there to be success, there

must be clearly stated expectations for all. They must be written down and addressed

throughout the year. When people see what is expected of them at each level, they are

able to gage where they are and devise a plan to reach that level. This way everyone is

held accountable for failures and successes. When expectations are present they drive the

learning environment. Teachers feel responsible for their students; they are owners of the

school and its path. (Ashbrook & Learningpt.org)
       The final issue with fixing a school’s atmosphere is that of parental involvement.

In many districts where students are struggling, the parents are not able to help fix the

problem. Some parents are not able to help their students when they have homework to

do at home. This could be due to work taking up their time or the inability to do the

homework the child has. This must be addressed in order to fix the achievement gap. To

fix this problem schools must develop programs for the parents. Holding meetings after

school that show parents the importance of their child’s education is one way to get the

word out. But this is a very small step. Schools that have been the most successful have

gone out to the parents. Going to peoples homes allows them to feel comfortable with

the subject of education. Many people that can not or will not help with their child’s

education do so because they have had bad educational experiences. These home visits

allow educators to show parents how to structure their child’s time and how to set up a

climate for success. It can be as simple as showing an interest in what their child is doing

or as complex as finding them the proper doctor or tutor for their problems. (Ashbrook)

       Making connections with the parents can pay big dividends to the educational

process. When making contact with families at an early stage and getting them involved,

schools can foster a climate of success. Families that understand their role in the

educational system will take those steps with all of their children. This means they are

more likely to enroll other children in preschool and other educational programs so they

come into school with the proper skills needed for success. When the gap is addressed

early, it will be easier to close and address. Because when a student reaches their last few

years of high school, their path is already set and the gap can not be closed. (Haskins &

Rouse, 2005)
       The atmosphere of the school is vital in closing the gap, getting parents involved

from an early age, setting high standards for all involved in the educational process, and

setting rules and boundaries for their students will lead to success in closing the racial

achievement gap.

       Curriculum is the final aspect many schools look at to bridge the racial

achievement gap. Teaching students’ curriculum that is culturally relevant is a great way

to get students involved in their learning. Students of color are always learning about the

white people that founded this country. Most are not exposed to material that relates to

their backgrounds. By integrating relevant topics into the classroom, students will begin

to take an interest in the classes themselves. Kids always want to learn about people like

them and showing them the successes of others like them will push them to be successful.

(Wing, 2004)

       The other issue with curriculum is of what we teach and how we teach it. All

schools need to make sure they are aligned to state standards or benchmarks. This is an

easy way of shaping your curriculum to allow for greater success on standardized tests.

When schools are conscious of their teachings and how they are covering topics, they are

more likely to provide a rich educational experience for all of their students. In addition

to making huge strides in standardized test scores, the overall perception of their school

improves drastically. (Wing, 2004)

Closing

       The racial achievement gap is a major problem all across our public school

system. Schools must realize that there is a problem and that the status quo is no longer

acceptable. To allow a certain portion of your population to fall behind and be left out of
the best classes is a shame. It is now that the people who run the educational system step

forward and end this discrepancy. Giving schools the funds they need to offer the

education their students demand is only fair. When government balances their budget on

the backs of children there is no wonder this gap persists. The states need to develop a

teacher preparation system that prepares teachers to teach in environments they may not

be accustom to, allowing them to learn from expert teachers already in the field. And

then pay them a worth while wage to keep them in the classroom. Continuity is a key

ingredient for successful teaching and learning.

       Programs that encourage these children, which are at risk of falling behind, are

very important to the educational process. Having after school programs that give kids

extra study time and time on task, help with retention and learning. These programs also

give kids a place to go instead of being on the streets. Most families are hard working

and these kids are left at home with no adult supervision. These after school programs

are a great way to build community and keep kids on the right path. It is also a way to

keep parents informed with what is going on in the schools and what they must do to help

their child succeed.

       Overall this problem is fixable. When a school tries to take on problems such as

these, they must understand that results take time. There is no automatic fix. There will

be trial and error. All the participants involved must buy-in and take ownership of the

learning process. Whatever happens, the children’s best interests must be driving the

change.
                                Reference Page

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NPR

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Princeton-Brookings 1-7

K-12 Funding (2002) Michigan in Brief www.michiganinbrief.org

Kozol, Jonathan (2006) America’s “Apartheid” School System Minnesota Public Radio
www.news.minnesota.publicradio.org

Lessons for Closing the Gap www.learningpt.org

Milton, Walter (2006) Flint Community Schools’ District Comprehensive Education Reform Plan
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Education. www.inmotionmagazine.com

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Wing, Jean Yonemura (2004) Closing the Racial Achievement Gap in Diverse California High
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