Achievement gap refers to the observed, persistent disparity of educational measures between the performance of groups of students, especially groups defined by socioeconomic status (SES), race/ethnicity and gender. The achievement gap can be observed on a variety of measures, including standardized test scores, grade point average, dropout rates, and college enrollment and completion rates. While this article focuses on the achievement gap in the United States, the gap in achievement between lower income students and higher income students exists in all nations [1] and it has been studied extensively in the U.S. and other countries, including the U.K.[2] Various other gaps between groups exist across the globe as well.

In the U.S., research studies into the causes of gaps in student achievement between low-income minority students and middle-income white students have been ongoing since the 1966 publication of the report, “Equality of Educational Opportunity” (more widely known as the Coleman Report), commissioned by the U.S. Department of Education. That research suggested that both in-school factors and home/community factors impact the academic achievement of students and contribute to the gap. American education researcher David Berliner indicated that home/community influences are weighted more heavily, in part, due to the increased time that students spend at home and in their communities compared to the amount of time spent in school, and that the out-of-school factors influencing children in poverty differ significantly from those typically affecting middle income children.[3][4]

Efforts to combat the gap have been numerous but fragmented, and have ranged from affirmative action and multicultural education to finance equalization, improving teacher quality, and school testing and accountability programs to create equal educational opportunities.

http://en.wikipedia.org/wiki/Achievement_gap_in_the_United_States

What is the achievement gap and why should I care?

The U.S. Department of Education describes the achievement gap as “the difference in academic performance between different ethnic groups.” Though this is a concise and useful definition, the achievement gap is, in fact, a multifaceted problem that requires examination from multiple perspectives.

From the standpoint of federal expectations, the No Child Left Behind Act requires schools, districts, and state educational systems to meet annual targets for improvement in identified academic areas, including mathematics—not only for their student populations as a whole, but for each of several identified subgroups: African American, Hispanic, White, economically disadvantaged, special education, and limited English proficiency (LEP). In other words, schools, districts, and states are ultimately accountable if the achievement rate of any of these subgroups of students falls behind. In light of annually increasingly targets, shifting demographics, and the upcoming addition of science targets, more schools and districts are at risk than many people realize.

Educators

Educators are often the most eloquent in describing the achievement gap because they are closest to the students who make up the statistics. At a recent SEDL-sponsored networking forum for mathematics and science educators, participants offered the following definitions of the achievement gap:

  • “The difference between a child’s potential and his/her actual achievement.”
  • “The acceptance of mediocrity in expectations, values, and people.”
  • “The unacceptable difference in achievement … and academic resources.”

While education goals often appear to center around meeting accountability standards, these definitions reveal that many educators harbor an underlying passion for helping students realize their full potential as individuals, not simply passing a test.

The Business Community

The business community recognizes that low academic achievement has far-reaching implications for society at large. The authors of The New Texas Challenge: Population Change and the Future of Texas warn that if demographic trends and existing disparities in educational attainment and household income persist, the population of Texas will be poorer, less well educated, and more in need of numerous forms of state services, which the state will be less able to provide. In turn, Texas will likely be less competitive in the increasingly international labor and other markets.

Policymakers

Legislators and other policymakers play a crucial role in addressing these issues for the welfare of the community at large, as well as for the individual. They set priorities and coordinate efforts through establishment of academic standards and the allocation of resources. In order to make effective decisions, policymakers need access to accurate data and research-based conclusions related to teaching, learning, and school improvement strategies.

Parents

Finally, the participation of parents is an essential component of education reform strategies. Students whose parents are involved in their education generally have higher grades and test scores, better attendance, higher graduation rates, and greater enrollment in postsecondary education. According to National PTA President Linda Hodge: “It has been proven that parent involvement transcends many of the barriers that contribute to the achievement gap, such as socio-economic status, ethnic/racial background, and the parents’ level of education.”

http://www.sedl.org/gap/gap.html

Third Grade MEAP Math

According to the MI School Data that depicts the 2012-2013 MEAP Trend data in mathematics for all third graders that attend Ann Arbor Public Schools, the following ethnicities were identified as proficient: America Indian or Alaskan Native (less than 10%), Black or African American (30.7%), Asian (84.1%), Hispanic of Any Race (43.0%), Native Hawaiian or Other Pacific Islander (less than 10%), Two or More Races (70.9%), White (72.8%) and All Students (66.9%).  Therefore, there is an academic achievement gap when referencing the proficiency level of the 2012-2013 MEAP mathematics scores for Black or African American (-36.2%) and Hispanic of Any Race students (-23.9%).

Third Grade MEAP Reading

According to the MI School Data that depicts the 2012-2013 MEAP Trend data in mathematics for all third graders that attend Ann Arbor Public Schools, the following ethnicities were identified as proficient: America Indian or Alaskan Native (less than 10%), Black or African American (49.3%), Asian (86.7%), Hispanic of Any Race (70.1%), Native Hawaiian or Other Pacific Islander (less than 10%), Two or More Races (85.0%), White (88.0%) and All Students (81.2%).  Therefore, there is an academic achievement gap when referencing the proficiency level of the 2012-2013 MEAP reading scores for Black or African American (-31.9%) and Hispanic of Any Race students (-11.1%).

Eighth Grade MEAP Math

According to the MI School Data that depicts the 2012-2013 MEAP Trend data in mathematics for all eighth graders that attend Ann Arbor Public Schools, the following ethnicities were identified as proficient: America Indian or Alaskan Native (less than 10%), Black or African American (33.3%), Asian (88.3%), Hispanic of Any Race (47.6%), Native Hawaiian or Other Pacific Islander (less than 10%), Two or More Races (53.5%), White (72.8%) and All Students (65.7%).  Therefore, there is an academic achievement gap when referencing the proficiency level of the 2012-2013 MEAP mathematics scores for Black or African American (-32.4%), Hispanic of Any Race (-18.1%) and Two or More Races students (-12.2%).

Eighth Grade MEAP Reading

According to the MI School Data that depicts the 2012-2013 MEAP Trend data in reading for all eighth graders that attend Ann Arbor Public Schools, the following ethnicities were identified as proficient: America Indian or Alaskan Native (less than 10%), Black or African American (63.4%), Asian (91.8%), Hispanic of Any Race (73.8%), Native Hawaiian or Other Pacific Islander (less than 10%), Two or More Races (70.5%), White (89.8%) and All Students (83.4%).  Therefore, there is an academic achievement gap when referencing the proficiency level of the 2012-2013 MEAP reading scores for Black or African American (-20.0%), Hispanic of Any Race (-9.6%) and Two or More Races students (-12.9%).

Eighth Grade MEAP Science

According to the MI School Data that depicts the 2012-2013 MEAP Trend data in science for all eighth graders that attend Ann Arbor Public Schools, the following ethnicities were identified as proficient: America Indian or Alaskan Native (less than 10%), Black or African American (less than 10%), Asian (50.0%), Hispanic of Any Race (21.9%), Native Hawaiian or Other Pacific Islander (less than 10%), Two or More Races (29.5%), White (40.2%) and All Students (34.3%).  Therefore, there is an academic achievement gap when referencing the proficiency level of the 2012-2013 MEAP Science scores for all ethnicity groups except for Asian and White students.

Eleventh Grade MME Math

According to the MI School Data that depicts the 2012-2013 MME Trend data in mathematics for all eleventh graders that attend Ann Arbor Public Schools, the following ethnicities were identified as proficient: America Indian or Alaskan Native (less than 10%), Black or African American (12.0%), Asian (86.0%), Hispanic of Any Race (34.0%), Native Hawaiian or Other Pacific Islander (less than 10%), Two or More Races (39.0%), White (67.0%) and All Students (58.0%). Therefore, there is an academic achievement gap when referencing the proficiency level of the 2012-2013 MME Mathematics scores for Black or African American (-46.0%), Hispanic of Any Race (-24.0%) and Two or More Races students (-19.0%).

Eleventh Grade MME Reading

According to the MI School Data that depicts the 2012-2013 MME Trend data in reading for all eleventh graders that attend Ann Arbor Public Schools, the following ethnicities were identified as proficient: America Indian or Alaskan Native (less than 10%), Black or African American (39.0%), Asian (85.0%), Hispanic of Any Race (56.0%), Native Hawaiian or Other Pacific Islander (less than 10%), Two or More Races (71.0%), White (80.0%) and All Students (73.0%).  Therefore, there is an academic achievement gap when referencing the proficiency level of the 2012-2013 MME Reading scores for Black or African American (-34.0%), Hispanic of Any Race (-17.0%) and Two or More Races students (-2.0%).

Eleventh Grade MME Science

According to the MI School Data that depicts the 2012-2013 MME Trend data in science for all eleventh graders that attend Ann Arbor Public Schools, the following ethnicities were identified as proficient: America Indian or Alaskan Native (less than 10%), Black or African American (less than 10%), Asian (69.0%), Hispanic of Any Race (30.0%), Native Hawaiian or Other Pacific Islander (less than 10%), Two or More Races (43.0%), White (55.0%) and All Students (48.0%).  Therefore, there is an academic achievement gap when referencing the proficiency level of the 2012-2013 MME Science scores for all ethnicity groups except for Asian and White students.

ACT College Readiness Trend

According to the MI School Data that depicts the 2012-2013 ACT College Readiness Trend data for all students that attend Ann Arbor Public Schools, the following ethnicities were identified as meeting or exceeding the proficiency percentage: America Indian or Alaskan Native (16.7%), Black or African American (5.3%), Asian (67.3%), Hispanic of Any Race (20.0%), Native Hawaiian or Other Pacific Islander (less than 10%), Two or More Races (34.5%), White (46.2%) and All Students (41.3%).  Therefore, there is an academic achievement gap when referencing the meeting or exceeding proficiency level of the 2012-2013 ACT College Readiness scores for the following ethnicity groups: America Indian or Alaskan Native (-24.6%), Black or African American (-36.0%), Hispanic of Any Race (-21.3%) and Two or More Races students (6.8%).

College Enrollment by High School Trend

According to the MI School Data that depicts the 2009-2010 College Enrollment by High School Trend of those Ann Arbor Public School students who attend a 4-Year College or University within 0-24 months after graduating high school the following ethnicities were identified as enrolled: America Indian or Alaskan Native (66.67%), Black or African American (24.0%), Asian (70.29%), Hispanic of Any Race (43.75%) and White students (61.7%) Therefore, there is an enrollment gap when referencing the percentage of students who enroll in a 4-Year College or University when looking at different subgroups.  Seven out of 10 Ann Arbor Public Schools Asian students attend a 4-Year College or University while only about 2 out of 10 Ann Arbor Public Schools Black or African American students enroll in a 4-Year College or University within 0-24 months of graduating from high school.