Understanding Achievement Gap in Education

C CLOSING A ACHIEVEMENT LOSING T THE CHIEVEMENT G GAP HE AP By: Sandy N. Leon-Hoitsma Southern New Hampshire University

What is an Achievement Gap? An achievement gap in education refers to; The disparity in academic performance between groups of students , (Ansell, 2011). The gap is recognized through classroom academic grades, standardized test scores, school drop out rates etc.

Data Analysis Data in the education world refers to any information that educators, school, districts, and state agencies generates on individual students. These may include; Personal Information a student s age, gender, race, place of residence , (Education Reform, 2015). Enrolment information the school a student attends, a student s current grade level and years of attendance, the number of days a student was absent , (Education Reform, 2015). Academic Information the school a student attends, a student s current grade level and years of attendance, the number of days a student was absent , (Education Reform, 2015).

Data from Adventure Elementary - Mapleton 1 The table represents students growth from the year 2016 to 2017 at Adventure Elementary based on race and ethnicity. English Language Math 2016 2017 2016 2017 School District State School District State School District State School District State Race/ Ethnicity American Indian/ Alaskan Native 47.00 45.00 46.00 43.00 Asian 56.00 58.50 43.00 48.00 64.00 59.00 62.50 58.00 Black 47.00 48.00 47.00 44.00 46.00 43.00 Hispanic 43.00 48.00 47.00 45.50 47.00 48.00 35.00 45.00 45.00 47.00 53.00 46.00 White 48.00 52.00 44.00 51.00 43.00 53.00 48.00 53.00 Hawaiian/ Pacific Islander 51.00 51.00 55.00 50.00 Two or more races 50.50 51.00 44.00 51.00 52.50 51.00 43.50 50.00 Purple Excelling Orange Below Benchmark level Black Slightly above Benchmark level

The Gap in Achievement The achievement gap is focused on the Hispanic student body; They were struggling in the two main areas, English and Math. The data above (slide #4), shows that Hispanic students in both the district and school struggled even if they did better in English than mathematics. Causes A language barrier could have been a hinder towards them doing better. Due to the culture of the parents, they may not have been receiving proper support at home to get homework done or strengthen their reading skills. There is a possibility that some of the teachers might not be bilingual (Spanish speaking) and work was not differentiated in the classroom to meet the students needs. Religion- Can hinder students from taking part in certain activities.

Strategies and Best Practices (1)Set high expectation for students. (2)Keep track of students data. (3)Create a multicultural curriculum that promotes equality increasing awareness of global issues and help students to develop positive self- images. (4)create student centered classrooms, giving all students the opportunity to become engaged in learning, challenging, encourage critical thinking skills. For example: lessons that involves corporative learning, think-pair-share, etc. (5)Differentiated instruction such as small group instruction.

A lesson plan to support the Hispanic student body. Language Arts - Reading: Making Connections Lesson Context Prior to this lesson, students need to be taught how to identify elements of a story (plot, characters, setting, problem, solution, and theme). This gave students the ability to build on comprehension skills and develop deeper understanding and appreciation of their chosen story. The unit is based on story elements and this lesson on connections is at the end of the unit. As students continue to explore books, fiction or nonfiction they will write in their journals what connections they made with the text (text to self, text to text or text to world) and why? 1

Learner Outcome At the end of this lesson, students will be able to pick a book from any genre, read it and make at least one or two connections (text to self, world, or text) with that book. Students will be able to make these connections by expressing their thinking and gives evidence to support their level of thinking. (e.g. I made a text to self-connection with the character in this book because I experienced losing a family member just like her and I was also very angry when it happened). 2 2

Assessment Students will write their thoughts on a graphic organizer stating what connection they made and providing evidence. This assessment will be compared to the previous assessment on story elements to assess the depth of students comprehension and understanding of test. 3

Resources Books from all genres (fiction and nonfiction) at different reading levels. Video on making connections. A short read aloud book, to model. Graphic organizer Post it Anchor chat making connections (definitions). Two bins of books fiction and nonfiction. 4

Procedure Introduction of anchor chart Model Teacher can say, During our read aloud this week we were reading a short chapter book, Ballerina Dreams: From Orphan to Dancer , by Michaela DePrince. We were so engaged in that nonfiction story! I made a text to self-connection to that story because I was a girl who had big dreams and was inspired by someone to become a teacher. I worked hard just like Michaela and now here I am teaching you . What connection did you make to that that book? Student engagement Turn and talk to the person next to you and tell him/her what connection you made and why? Share The teacher can choose at least three students to share what his/her turn and talk partner said. Discussion questions How did you feel after hearing Michaela s story and why? What connection/s did you make? What part of the text helped you make that/these connections? Do you know, or have you heard of anyone in your community or on the news that reminds that reminds you of Michaela? Who and why? Independent practice Today you are going to choose any book of your choice from our book bins. Please choose a just right book based on your reading level. Your focus is to read your book of choice and make a text, self or world connection. As you read use you post-it to write down your thoughts. When you are finish reading, you will then take these thoughts and place it on your graphic organizer with evidence of why you made these /that connection. 5

Modifications and/ or Accommodations For students with 504 or IEP s the lesson can be modified to suite their academic level with tools such as; just right books, an anchor chat with a different vocabulary words to describe the connections, show at least two videos to make sure students understand, teachers can check for understanding by asking students questions that are directed to the objectives of the lesson, and conduct small group instruction , (Hall, Strangman & Meyer, 2004). Students have visuals example, the video and anchor chart. Students will get assistance to choose a book at his/her level and based on the needs the books can be read to the students. Student who struggle with memory, such as those with dyslexia will benefit from using the post-it to help remember thought that came to mind during reading. Based on the grade students can draw their self-connection with labels and needs to explain it verbally. The teacher can pull small groups to help her struggling students meet the lesson objectives, while other work independently. 5

Recommendations (school) Evidence base instruction: With level two and three assessments to accumulate data. Rigorous classrooms: student s choice, technology, open discussions, differentiation and directly involved in their learning process to keep them motivated and engaged. Collaboration: Create a strong link between school and home. Professional development: administrators and teachers coming together to view data and adjust the curriculum to meet students needs , (Dearling-Hammond, 2014). Create high expectations for students.

RECOMMENDATIONS (COMMUNITY) Have an open door policy where the members of the community can come in and participate in how the students learn , (Tenner, 2017). Ask for volunteers, not only parents but community members as well. Have a career day invite communities workers in to meet and great students. Have a community workshop to educate community members about what is taking place in the school and how they can contribute. Have activities such as a family day to promote collaboration.

Conclusion In conclusion, addressing an achievement is important. Regardless to it challenges we have to put the students needs first. The Hispanic students at the Adventure Elementary school deserved so much more than what they might be receiving and should be made top priority to make sure that their grades are improved and they can at least meet the required benchmark. This article states that, The term "achievement gap" is often defined as the differences between the test scores of minority and/or low-income students and the test scores of their White and Asian peers. But achievement gaps in test scores affect many different groups. Some groups may trail at particular points, for example, boys in the early years and girls in high school math and science. Differences between the scores of students with different backgrounds (ethnic, racial, gender, disability, and income) are evident on large-scale standardized tests. Test score gaps often lead to longer-term gaps, including high school and college completion and the kinds of jobs students secure as adults. , (National Education Association, 2017).

Resources Ansell Susan (2011, July 7), Achievement Gap, Editorial Projects in Education Research Center, Education Week. Retrieved Month Day, Year from; http://www.edweek.org/ew/issues/achievement-gap/ Student Level Data (2015, July 17), The Glossary of Education Reform,Retrieved from; http://edglossary.org/student-level-data/ Adventure Elementary (2017), Colorado Department of Education, School Data, Retrieved from; http://www2.cde.state.co.us/schoolview/dish/schooldashboard.asp Chittom Lynn-nore, Patsalides Laurie (2012, September 11), Teacher Tips for Creating a Multicultural Curriculum, Retrieved from; http://www.brighthubeducation.com/teaching-elementary- school/85105-creating-a-good-multicultural-curriculum/

Resources Hall T., Strangman N., & Meyer A. (2004). Differentiated Instruction and Implications for UDL Implementation. National Center on Assessing the General Curriculum: Effective Classroom Practices Report, Retrieved from; https://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID /888/ArticleID/714/Differentiation-Closing-the-Gap-between-Frustration-and- Success.aspx National Education Association (2017), Students Affected By Achievement Gap, RetrievedFrom; http://www.nea.org/home/20380.htm Darling-Hammond Linda (2014, August 30), To Close the Achievement Gap, We Need to Close the Teaching Gap, Retrieved from; https://www.huffingtonpost.com/linda-darlinghammond/to-close-the- achievement_b_5542614.html Tenner MDonnell (2017 JULY 12), You ve Heard About the Achievement Gap, Here s 10 Ways Communities Can Help Close It, Retrieved from; http://educationpost.org/youve-heard-about-the-achievement-gap-heres-10- ways-communities-can-help-close-it/