By: Pampalone, Daniela
An important topic that should be addressed is closing the achievement gap. It appears that students are not meeting the necessary criteria that are measured on standardized tests required in most states. Gollnick and Chinn (2009) reported that many of these students fail to be promoted and as a result they do not graduate and drop out of school.
Many factors encompass this highly controversial topic. Assessment plays an integral factor in regards to the achievement gap. By administering standardized tests to students, states are able to see if they are meeting standards effectively. Exams are used to measure the student’s knowledge and usually determine if students can be promoted to the next grade, graduate and further their education. For the individual who is unable to pass the appropriate tests, they cannot excel to the next grade. It is imperative that students pass these tests. The tests are used to measure how each school is doing. If the students fail to excel in the schools and do not make adequate yearly progress, teachers and principals can lose their jobs.
Why must assessments be given? Assessments can be used for teachers to assist in understanding what students know and lessons can be created from the information discovered. Formal and informal assessments can be used to find out what material the students know well and what they need assistance in. Properly assessing students and using the information according is beneficial in assisting our students further.
Today, many educators are teaching to the test. They are trying their best to bring their students forward in an effort to keep their jobs. There is hardly any time for extra lessons to implement because preparation occupies most of the instructional time. Additionally, teaching to the test fails to help students build their critical thinking skills. As a result, being a disadvantage to the students. The intensity of administering these tests may also hinder the students from advancing in their education.
Another important factor relating to the achievement gap is based on the credentials of educators. Gollnick and Chinn (2009) stated that poverty stricken schools might have teachers that lack the appropriate qualifications to teach students effectively. Students who are taught by these types of teacher may not be equally granted the opportunity to take advanced courses or of having teachers who are properly certified to teach the material.
Moreover, according to Linda Darling-Hammond, education professor at Stanford University reports that the United States funds schools unequally than any other industrialized nation, with the higher spending schools receiving more money than the lower spending schools. In an effort to alleviate this problem, perhaps funds should be distributed equally to both high spending and low spending schools.
In order to remedy this injustice, we should equally place teachers in schools that are low spending. Doing so, will give students in low spending schools an equal education to those students that are in higher spending schools.
According to Peha (2009) reported that many people have suggested to reward educators who teach in challenging schools with a higher salary in order for their students to do better on the tests. However, many students still do not get the additional help they need outside school in assistance for their homework while other students do.
As an educator, I think that in order to fix these injustices, teachers should work together to extend learning that goes beyond the hours of the school day. Since some students are behind and need to catch up, schools may want to consider starting the school day earlier and ending it later. In addition, more time could be spent learning in school and more studying time spent outside of school. This may be an issue for parents who work long hours and do not have to time to help their child with homework after school. For students, this may take away from their extracurricular activities. In order to alleviate this problem, students can attend after-school programs and tutoring sessions for extra assistance. However, some schools do not have well developed after school programs.
In urban areas, teachers are more likely to be licensed in schools that are of higher income. Courses in math and science are not always available to lower income schools. Often times, teacher in lower income schools do not have the opportunity to teach students science and math because they are not always offered. For students to excel in their studies, they must take courses like math and science to study in order to do well on standardized tests. Every school should provide their students with these courses to help them succeed.
According to Dubner (2008) reported that teachers might be rewarded for raising the achievement of their students, particularly those who are lower level students and as a result, teachers are eligible to receive bonuses. This is likely to put more pressure on teachers in the process.
At times, when students do not do well on tests as expected, teachers often believe that it is the student’s fault this happens. Some teachers do not take the time to understand why these children are struggling and how they can help them understand the material further. Because of this, it is important to an effective teacher. Gollnick and Chinn (2009) stated that student’s who have an effective teacher, are likely to do better on tests.
In order for lower achieving students to do well, Gollnick and Chinn suggest that teachers focus on academics and implement a well-rounded curriculum that will prepare them for the future. If students are in need of additional assistance, the teacher should provide them with it.
Further, we must take the appropriate steps in order to assist with closing the achievement gap. National Journal Online (2009) suggests that with the help of the members of the community, we can improve our educational system accordingly. The only way to do so is by fixing the inequalities that already exist within the system, assigning all schools effective teachers with the appropriate background in leading our students and give all students a high-quality education that they can benefit from.
Reference:
Dubner, S.J., (2008, March 18). How Can the Achievement Gap be Closed?. The NewYork Times. Retrieved September 26, 2009, from http://freakonomics.blogs.nytimes.com/2008/03/18/how-can-the-achievement-gap-be-closed-a-freakonomics-quorum/
Gollnick, D.M., & Chinn, P.C. (2009). Multicultural Education in a Pluralistic Society,Upper Saddle River, NJ: Pearson
Krigman, E., (2009, July, 627 How Can We Close the Achievement Gap. National Journal Expert Blogs Education. Retrieved September 26, 2009, from http://education.nationaljournal.com/2009/07/how-can-we-close-the-reading-g.php.
Hammond, L., (2009, August, 6) How Can We Close the Achievement Gap. NationalJournal Expert Blogs Education. Retrieved September 26, 2009, from http://education.nationaljournal.com/2009/07/how-can-we-close-the-reading-g.php.
Peha, S., (2009, September, 3) How Can We Close the Achievement Gap. NationalJournal Expert Blogs Education. Retrieved September 26, 2009, from http://education.nationaljournal.com/2009/07/how-can-we-close-the-reading-g.php.
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