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  • Closing the Achievement Gap: The Experience of a Middle School

    1/1/07 - Larocque, Michelle

    The accountability imperative requires schools to evaluate the effectiveness of educational programs. Florida answered the accountability imperative by instituting statewide objective assessments and assigning grades to schools. The latter move led to several initiatives concerning the practices that improve schools in Florida. This article describes how leadership, community involvement, data-driven decision making, and the celebration of diversity reversed a negative trend in the academic...

  • Closing the Mathematics Achievement Gap in High-Poverty Middle Schools: Enablers and Constraints

    1/1/06 - Balfanz, Robert, Byrnes, Vaughan

    The mathematics achievement levels of U.S. students fall far behind those of other developed nations; within the United States itself, the students who are falling behind come predominantly from high-poverty and high-minority areas. This article reports on a series of analyses that followed 4 cohorts of students from 3 such schools through the 5th to 8th grades, where studies have found the mathematics achievement gap to develop most rapidly. The cohorts followed in these analyses attended...

  • Coincidence or conspiracy? Whiteness, policy and the persistence of the Black/White achievement gap

    1/1/08 - Gillborn, David

    Adopting an approach shaped by critical race theory (CRT) the paper proposes a radical analysis of the nature of race inequality in the English educational system. Focusing on the relative achievements of White school leavers and their Black (African Caribbean) peers, it is argued that long standing Black/White inequalities have been obscured by a disproportionate focus on students in receipt of free school meals (FSMs). Simultaneously the media increasingly present Whites as race victims...

  • Creating Programs that Close the Achievement Gap

    1/1/05 - Burke, Jim

    The characteristics of established academic success programs that help close the achievement gap are outlined. Effective academic success programs develop students' and others' commitment to academic success, develop students' content knowledge so they can complete assignments and participate in academic activities, develop students' competencies in those areas essential to academic success in general and the teacher's class in particular, and develop students' capacity to meet the demands...

  • Creating Schools Where Race Does Not Predict Achievement: The Role and Significance of Race in the Racial Achievement Gap

    1/1/08 - Noguera, Pedro A.

    This article explores the ways in which race is implicated in efforts to address the achievement gap in U.S. schools. Through an analysis of the theoretical and historical issues that have framed the relationship between race and intellectual ability, the author explains why the effort to close the achievement gap is politically and socially significant. The efforts of two suburban school districts to address the achievement gap is presented to illustrate why some schools are making progress...

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    Developing the capacity for scaling up the effective use of evidence-based programs in State Departments of Education

    1/3/09 - Fixsen, D. L., Blase, K.A., Horner, R., Sugai, G.

    The significant investment in developing evidence-based practices and other innovations will be “worth it” if it helps further the education of students and benefit their families and communities. The State Implementation and Scaling up of Evidence-based Practices (SISEP) Center helps States establish adequate capacity to carry out effective implementation, organization change, and system transformation strategies to maximize the academic achievement and behavioral health outcomes for...

  • Development of the Literacy Achievement Gap: A Longitudinal Study of Kindergarten Through Third Grade

    1/1/07 - Foster, Wayne A., Miller, Merideth

    Purpose: The major goal of this study was to specify the developmental trajectories for phonics and early text comprehension skills of children from kindergarten through third grade. Method: Data from the Early Childhood Longitudinal Study (N = 12,261) were used in this study. The participants were divided into 3 school readiness groups based on an assessment of literacy skill development at the time of entrance into kindergarten. The different groups were tracked on phonics and text...

  • Direct instruction: Its contributions to high school achievement

    1/1/00 - Kozioff, Martin A., LaNunziata, Louis, Cowardin, James, Bessellieu, Frances B.

    Describes the design principles, instructional practices, and specific curricula of Direct Instruction. At a time when public schools are increasingly held accountable for students' achievement and for closing and preventing the achievement gap between minority/disadvantaged and white/advantaged students, Direct Instruction provides highly effective programs whose implementation fosters beneficial change in students' engagement and achievement, in teachers' skill at instruction and...

  • Disparities in Academic Achievement and Health: The Intersection of Child Education and Health Policy

    1/1/09 - Fiscella, Kevin, Kitzman, Harriet

    Recent data suggest that that the United States is failing to make significant progress toward the Healthy People 2010 goal of eliminating health disparities. One missing element from the US strategy for achieving this goal is a focus on gaps in child development and achievement. Academic achievement and education seem to be critical determinants of health across the life span and disparities in one contribute to disparities in the other. Despite these linkages, national policy treats child...

  • Districtwide Instructional Reform: Using Sociocultural Theory to Link Professional Learning to Organizational Support

    1/1/08 - Gallucci, Chrysan

    No Child Left Behind Act accountability pressures and calls to close achievement gaps between groups of students have challenged school districts to achieve systemwide instructional improvement. These policies create learning challenges for classroom teachers and for school and district leaders. This article engages questions about organizational support for professional learning in the context of reform initiatives. A theoretical lens--called the Vygotsky Space--is used to analyze case...

  • Do Small Classes Reduce the Achievement Gap between Low and High Achievers? Evidence from Project STAR

    1/1/08 - Konstantopoulos, Spyros

    Given that previous findings on the social distribution of the effects of small classes have been mixed and inconclusive, in the present study I attempted to shed light on the mechanism through which small classes affect the achievement of low- and high-achieving students. I used data from a 4-year, large-scale, randomized experiment (project STAR) to examine the effects of small classes on the achievement gap. The sample consisted of nearly 11,000 elementary school students who participated...

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    Dual-language programs in U.S. schools: An alternative to monocultural, monolingual education

    1/5/09 - Eugene Garcia, Bryant Jensen

    "Dual Language (DL) programs are relatively new in the United States. After the reauthorization of the Elementary and Secondary Education Act (ESEA) in 1994, a large federal effort related to the education of dual language students was launched. It was at this point that the US Department of Education promoted the development of educational programs whose goal was dual language competency for both language minority students speaking a non-English home language as well as for students whose...

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    Effective practices for English Language Learners: Principals from five states speak

    1/28/10 - Mabel O. Rivera, David J. Francis, Magdalena Fernandez, Ani C. Moughamian, Julia Jergensen, Nonie K. Lesaux

    "This document addresses questions about how best to assist students who face the significant dual challenge of acquiring the content knowledge necessary for academic success and simultaneously developing their English language competency. Looking at key practices in schools with high populations of non-native speakers of English that have achieved exemplary academic success in their second, acquired language, this document details findings from 49 school principals on nine factors...

  • Effects of single-sex and coeducational schooling on the gender gap in educational achievement

    1/1/08 - Gibb, Sheree J., Fergusson, David M., Horwood, L. John

    This study examined the effects of single-sex and coeducational schooling on the gender gap in educational achievement to age 25. Data were drawn from the Christchurch Health and Development Study, a longitudinal study of a birth cohort of 1265 individuals born in 1977 in Christchurch, New Zealand. After adjustment for a series of covariates related to school choice, there were significant differences between single-sex and coeducational schools in the size and direction of the gender gap...

  • Elementary School Counselors and Teachers: Collaborators for Higher Student Achievement

    1/1/08 - Sink, Christopher A.

    In this article I contend that elementary school teachers need to work more closely with school counselors to enhance student learning and academic performance and to narrow the achievement gap among student groups. Research showing the influence that counselors can exert on the educational process is summarized. Using the American School Counselor Association's organization framework for structuring counseling and guidance programs, I also illustrate where the educative roles of teachers...

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    Engaging Native American learners with rigor and cultural relevance

    1/26/09 - Abner Oakes, Traci Maday

    "In this Issue Brief, The Center for Comprehensive School Reform and Improvement identifies strategies that foster Native American student engagement and improved academic achievement. We begin by examining the distribution of Native students and then we explore three areas that are identified in the literature as promising strategies for improving educational outcomes for Native students: Instructional practices, Curriculum content, and School climate"

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