Achievement Gap - Research Paper Example

A Research Project on Achievement Gap s Table of Content 0 Introduction 3 2.0 Literature review 4 3.0 Research methodology 6 3.1 Research methods 6 3.1.1 Secondary research 6 3.1.2 Primary research 6 3.2 Data collection plan 7 3.3 Ethical issues in the research 8 3.4 Summary of the chapter 8 4.0 Findings of the field study 8 4.1 Achievement gap in the two selected schools 9 4.2 Likely causes of the achievement gap 11 4.3 Effective solutions to bridging the achievement gap between Hispanics and Whites 12 5.0 Conclusion 13 References 15 1.0 Introduction The issue of achievement gap in regards to the educational performance of students in learning institutions is not only an issue of concern in the United States since all most all countries across the World are faced with the same issue. In reference to the writings by Darling-Hammond (2010), she stated that social equity is an imagination that shall only come into play in ‘utopia’, and this is to say that attaining social equity in all the communities in the World is practically impossible. Darling-Hammond (2010) attributed this comment to the fact that social equity cannot be attained in a society that still experiences achievement gap, and this is denotes that achievement gap is partly responsible for social inequity that prevails in numerous communities across the world. The assertions above infer that the elimination of achievement gap can create a scenario whereby every student will be equally competitive in the job market after finishing school and therefore, all of them will have equal chances in getting employment as well as improving their livelihoods. The possible benefits of eliminating achievement gap has necessitated and motivated numerous research studies that seek to analyse this problem and thereafter recommend a proper solution that can contribute to the body of knowledge currently been heaped by numerous educationists across the World. This present paper is a research project paper that seeks to contribute to the body of knowledge on achievement gap, is being continually developed by various educationists, psychologists, and other scholars across the World. In particular, the research will be field based, and problem based mini-research project on achievement gap. This mini research project will focus on the achievement differences between White and Hispanic students, especially those in similar socio-economic classes in Southern California. The research project will use the Erle Stanley Gardner Middle school in Temecula, and Menifee Valley Middle school both in California as the research case studies and the researcher will seek to describe and analyse achievement gap that exists in these two schools. In this regard, the research project will provide background information about the two schools, causes of the gap, and how it might effectively be eliminated. 2.0 Literature review In the writings by Hernstein and Murray (1994), achievement gap is described as the persistent difference in terms of performance in educational measures such as standardized or common examinations, dropout rates, rate of college enrollment, and completion rates. Therefore, while looking into the achievement gap the researcher will not only limit his or her scope on academic performance but factors such as dropout rates, completion rates, and rate of college enrollment can as well be used to determine the level of achievement for students. The current research studies, usually explore achievement gap in regards to groupings such as socio-economic status, ethnicity, and gender. As for this present research project, the achievement gap will be analyzed based on ethnicity of the students who will comprise of White and Hispanic students coming from similar socio-economic background. Literature search from scholarly writings by Garcia and Garcia (2012), indicate that the achievement gap in the United States extend beyond schooling life and this mention by him substantiates the earlier argument that stated achievement gap is partly responsible for social inequity. Among the evidential examples of achievement gap given by Garcia and Garcia (2012), include the fact that by the age of three years, the child of an American professional would have mastered more than fifty percent of the vocabulary mastered by the child of a working class. The same child would have mastered twice as much vocabulary as those mastered by a child from a family that is under welfare support. Secondly, Garcia and Garcia (2012) stated that among fifty African Americans and Hispanics only one is able to read fluently and retrieve meaningful information from specialized writings such as scientific journals while one in every twelve of White student who is seventeen years can do so. Thirdly, the mathematics and reading skills among most Hispanic and African American students who have completed high school is equally the same as those for White students who are currently in eighth grade. Fourthly, the likelihood of an African American completing a bachelor’s degree by the age of 29 is half the likelihood of White person at the same age. Other examples that are not academically oriented include the fact that one in every three Black males will be sent to prison in their lifetime while it is only one in every seventeen White males. Secondly, since 1978 majority of Blacks in the age group of 15 to 34 have been dying because of homicide related cases while only one in every 469 white female in the same age group is murdered while for White male it is only one in every 205 (Garcia and Garcia, 2012). Collectively all these facts above show the extent of achievement gap in the American society that span beyond school life. Hernstein and Murray (1994) attributed these achievement gaps to various factors that include socio economic backgrounds, level of nutrition, and medical care. For this present research project it will seek to establish the causes of achievement gap in two schools that were selected for this research and thereafter, recommend an effective solution to this problem. 3.0 Research methodology This section spells out the procedures and the methods that the researcher employed in achieving the objectives of the research as highlighted within the introduction of this research paper. It defines location of the study, research procedures, and analysis plan that were put into consideration when carrying out this particular research project. 3.1 Research methods Even thou this mini-research project was field based, it was essential to also incorporate secondary research in order to get the opinions and views of other authors regarding the issue of achievement gap. 3.1.1 Secondary research The findings of the secondary research that was carried out are stated in the literature review section and the findings section. However, further secondary research was used to obtain the background information of the two schools that were chosen for this research project. 3.1.2 Primary research Walliman (2010) defined primary research as the collection of data that does not exist and this can be achieved using various tools such as questionnaires, and interviews. In this present research project, the researcher will employ only the use of interviews to collect data. Interviews are deemed appropriate because of limited time duration for this study and because it would have involved many bureaucratic procedures to get, middle schools students to participate in filling questionnaires. However, while using the interview technique the researcher will only be able to accommodate a small number of respondents unlike he would while using questionnaires. This is because; interviewing a single person takes a considerably longer time than answering a well-designed questionnaire. 3.2 Data collection plan Because of the limited scope of the research project, the researcher will only apply secondary sources that consist of five scholarly books and the use of internet database especially the website of California department of education. In implementing the research activities, only the qualitative approach was considered, meaning that qualitative data was generated from the overall data collected while conducting the interviews. The data collection process was scheduled to run for a period of two days within which the researcher visited each of the two schools that were chosen for this research project and interviewing a few selected students as well as the teachers. Prior to conducting the field study, the researcher had e-mailed the administrator of both the Erle Stanley Gardner Middle school and Menifee Valley Middle school, to inform them about his intentions and the objectives of the research project. It is of essence to note that since data is collected in a qualitative process it means that the analysis will also be carried in a qualitative manner as suggested by Walliman (2010). 3.3 Ethical issues in the research Taking into account that the research project is of a sensitive nature, more so because participants will be made up of middle school students who are below the age of eighteen, the researcher had to employ topmost ethics while carrying out the field study. As recommended by Walliman (2010), the school administrator of the two middle schools were duly informed about the intentions of the research project, and how the researcher will seek to collect data from teachers as well as students at the institutions. Secondly, the researcher communicated to the willing students about the nature of the interviews he will be conducting and why he is seeking their opinions and views about the achievement gap in their school. 3.4 Summary of the chapter The methodology that was utilised in this mini-research was the most appropriate as it enabled most information to be obtained. Many respondents could be reached within a short period while random selection of students and teachers enabled a general judgment to be carried from their different opinions and views. The methodology in general helped in the real understanding of the cause of achievement gap in the two schools. 4.0 Findings of the field study As part of the field study, it was also beneficial for the researcher to seek out for the background information for the two schools that were chosen for this study. However, it is significant to note that background information for the two schools was obtained from the official website of California’s education department. In regards to the Erle Stanley Gardner Middle School, it is described as public school located at Temecula, California and it caters for students in grades 6 to 8 of which it has absorbed 1056 students who majorly come from the Riverside County. The school caters for students from various ethnic background but majority of the students in the school are White non- Hispanic who make up 45% of the total student population followed by Hispanic students who make up 19% of total student population. The student to teacher ratio is 1: 25, which is slightly higher than the district average ratio for student to teacher. The number of free lunch students in the school is only 80, which reflects only 8% of the total student population while students enrolled for reduced-price lunch are only 41, which is only 4% of the total student population. The test rating for the school is 8 out of 10, and it performs best in geometry. In regards to Menifee Valley Middle School, it is described as a public school located in Menifee, California and it mostly caters for the educational needs of young people residing in the district of Menifee Union Elementary. The school has a student population of only 993 but the population consists of students from various ethnic backgrounds, however, Hispanic students make a bulk of the population at 47% followed by White non-Hispanic population that makes 38% of the total student population in the school. The school’s student to teacher ratio is 1: 22 while the overall test rating is 6 out of 10, which is lower than the test rating of Erle Stanley Gardner Middle School. Out of the total student population, only 293 students are enrolled for the free lunch program and only 77 students are enrolled for the reduced price lunch program. 4.1 Achievement gap in the two selected schools From the interviews conducted, it was quite evident that the students were unaware of the facts about achievement gap more so between the Hispanics and White students and this is because it has never been an issue of concern to them and therefore, there had less information pertaining to this issue. However, it is critical to note that the students were well aware of their own academic achievement in both schools and most of them stated they believe students from certain ethnicity perform better in academic test than others, thereby confirming the existence achievement gap. The teachers from both schools stated that the achievement gap is also an issue in their respective schools more so between the Hispanic and White students who make up the majority of the student population in both of the two selected schools. Teachers at the Erle Stanley Gardner Middle School stated that the achievement gap in the school is usually portrayed in the Academic Performance Index that is released annually. According to the latest report, the school overall Academic Performance Index met the state target of 800, however, Hispanic students were able to meet this state target but they were surpassed with White students. Secondly, the teacher noted that in the proficiency of English or language arts, Hispanic students failed to meet the school’s target while White students surpassed this target. As for mathematics proficiency, Hispanic students garnered only 61.3% against White students 72% thou both sub-groups failed to meet the schools target. Thirdly, White students performed far much better in science and history than Hispanic students, and in terms of academic performance growth, there was more growth on the side of White students compared to Hispanic students. The teachers’ remarks indicate that there is a considerable size of achievement gap between White and Hispanics students at the school and the remarks indicate that White students generally perform better compared to Hispanic students (California Department of Education, 2013). On their part, the teachers at Menifee Valley Middle School also acknowledged the fact that there is achievement gap between Hispanic students and White students in their school. They first acknowledge that the school was not able to meet the aggregate state target of 800 for Academic Performance Index in the past year. However, White students as a sub-group were able to surpass the 800target market unlike Hispanic students who failed to reach the set target of 800 and this is despite the fact that Hispanic students are the majority in the school. The teachers further disclosed that the proficiency of White and Hispanics students both English and mathematics fell below the set targets, however, Hispanic students performed considerably low than their White counterparts in these two subjects. Secondly, White students performed far much better in science and history compared to Hispanic students, and the growth of the Academic performance index amongst the White students was 5 while that for Hispanic students was negative (-) 27. Summarily, from the teachers’ remark it can be summarily stated that the achievement gap at Menifee Valley Middle School between the Hispanic students and White students is far much wider than the gap at Erle Stanley Gardner Middle School. This is despite the fact that Hispanic students are the majority at Menifee Valley Middle School (California Department of Education, 2013). 4.2 Likely causes of the achievement gap The teachers interviewed as well as the National Center for Education Statistics (2013) attributed the achievement gap between Hispanic students and White students in the two selected schools to lack of knowledge and practice of the English languages amongst the Hispanic students. Darling-Hammond (2010) argued that proficiency in the English language, which currently perceived as an international framework is the most crucial ingredient for success in the American academic system and in other countries where English is the official language. This is because teachers use the English language to teach all other subjects expect in foreign language classes and a good understanding of the English language means that a learner will be able to understand what he or she is taught in classroom. Secondly, most reading materials are written using the English language and without proper mastery of the language, students will find it hard to even read their own class textbooks and conduct their own studies. Thirdly, mastery of the English language is crucial because all exams in the American education system are set using the English language expect foreign language exams and therefore, with poor mastery of the English language a student will be unable to even understand and correctly answer examination questions. Garcia and Garcia (2012) further stated that most Hispanic students are not proficient in English because they live with their extend families some of whom do not speak or even understand English and therefore, they are forced to speak their native language once they arrive back home. This is to say that they are not able to practice their mastery of the language outside the school gates and hence their continued poor performance in English and other subjects that are taught and examined using the English language. On the other hand, Garcia and Garcia (2012) stated that White students come from homes with few family members who all speak in English, which is their first and native language and hence they develop good proficiency in English that aids them in easily understanding and even performing well in all other subjects that use English. 4.3 Effective solutions to bridging the achievement gap between Hispanics and Whites Considering that, it has been established that the main cause of the wide achievement gap between Hispanics and White students in the two selected schools is the poor proficiency of English language amongst Hispanic students. Therefore, the only effective solution to bridge the gap is to improve the proficiency in English amongst the Hispanic students; this is according to Kelley and Shaw (2009). In the studies by Kelley and Shaw (2009), it is suggested that the two schools can institute early programs in the 6th grade whereby all students are subjected to thorough learning of the English language using constructivist methods. Inclusion of all students in the programme is important to avoid the stereotyping threat, which can potentially widen the gap. Additionally, the school through the California Education Department can offer mostly the Hispanic students free laptops that have been installed with software for English language learning, which they can use alongside their family members to fluently speak, and write English words. 5.0 Conclusion This mini research project was commissioned or had the sole purpose of investigating the achievement gap between the Hispanic and White students in both Erle Stanley Gardner Middle School and Menifee Valley Middle School. The field study was conducted under the assumption that all students in these schools come from similar socio-economic class and hence, poverty could not be used as the cause of the gap. From the interviews conducted by the researcher it is was noted that indeed there was an achievement gap in these schools between the Hispanic and Whites students. This gap was attributed to poor proficiency of the English language amongst Hispanic students and therefore, the only effective solution is to institute programs that will improve proficiency of the English languages amongst the Hispanic students. References Darling-Hammond, L. (2010). The Flat World and Education: How Americas Commitment to Equity Will Determine Our Future (Multicultural Education). New York: Teachers College Press California Department of Education (2013). About Erle Stanley Gardner Middle School and Menifee Valley Middle School. Retrieved from: http://www.cde.ca.gov/ Accessed on [28.03.2013] Garcia, E. and Garcia, E. (2012). Understanding the Language Development and Early Education of Hispanic Children. New York: Teachers College Press Hernstein, J., and Murray, C. (1994). The Bell Curve: Intelligence and Class Structure in American Life. U.S: The Free Press Kelley, C. and Shaw, J. (2009). Learning First!: A School Leaders Guide to Closing Achievement Gaps. California: Corwin National Center for Education Statistics (2013). Achievement Gaps: How Hispanic and White Students in Public Schools Perform in Mathematics and Reading on the National Assessment of Educational Progress. Retrieved from: http://nces.ed.gov/nationsreportcard/pubs/studies/2011459.asp Accessed on [28.03.2013] Walliman, N. (2010). Research Methods: The Basics. London: Routledge Read More