Income Inequality and Measuring Student Achievement - Essay Example

Controversy Income Inequality and Measuring Achievement al affiliation: INCOME INEQUALITY AND MEASURING STUDENT ACHIEVEMENT Introduction Research indicates that there is a strong correlation between income inequality and their achievement in school and their career life. From the inception of the US, educational goals have been discussed, amended and reused. Although opinions vary on what our educational goals should be, we still utilize a common way of assessing if a student is achieving these goals. The way we measure them currently is through test scores. Students, of every sex, ethnicity and socioeconomic status take the same test. The data is then used to place students in the next grade level, in a university of their choice or for employment purposes. The link between income inequality and student achievement proves there is an enormous gap in our education, which is continuing to grow. Ignoring this issue will only bring negative effects. In Arizona, the minority population is growing, and there is the discussion on how to accommodate these students. The discussion needs to continue if we are to make any changes. Opinions were echoing throughout the communities vary. Some community members are concerned about their students all taking the same exams that they feel groups all students into one as if they are all equal. This educational goal, social mobility, would give each child an opportunity to succeed to the best of their ability (Antrop‐González, & De Jesús, 2006). Still, others feel that they should not have to accommodate every student individually but that each student should be taking the same exam. This would show who is more qualified for opportunities beyond school. This opinion reflects on the goal of democratic equality, where educators prepare good citizens and select leaders throughout education. From a general perspective, one could say that both show equal treatment and education equality by distributing education equally throughout. If looked at more carefully we can start to see the differences. On the other hand, inequality entails treating all groups without discrimination in terms of the level of income, education level, gender, race, ethnic to mention just but a few. In addition, it involves ensuring that individuals are treated with respect and dignity that they deserve without any form of discrimination (Valencia, 2005). Measuring students achievements and Income Inequality The study indicates that income inequality exist among students. It is undisputable fact that the level of income among students has significant variations. Some students tend to come from reach families; other from middle income varies while others have been brought up in poor families. The income inequality tends to dictate the student’s achievement in school and their career. Forinstancestudentswhocomewealthybackgroundstendhaveproperaccessgoodeducation their parents can afford to take them to good private school where they can obtain a good education. Students from the rich background are more likely to get proper training facilities that help them to achieve higher grades. The higher grades help them to get employment opportunities where they are highly paid. They tend to have higher achievements not only in their academic goals but also in their career and family lives as compared to students from low-income families (Murphy, 2009). On the other hand, research indicates that students from poor backgrounds tend to face the challenge of accessing proper education. The problem is attributed to low income among their parents to take them to private schools where the education standards are substantially high as compared to public schools. Most of the students from low-income families are to public schools where there are adequate learning materials. The majority of learners emanating from families with low-income lack direct contacts with their teacher that makes it difficult to get proper education assistance. The reason is that, a teacher from most public schools may not be in a position to attend the large number of students in public schools individually. The impact is that the education received by students from low-income families in public schools becomes compromised. In additions, students are unable to obtain higher grades in their national test/exams (Howard, 2008). The test is to all students irrespective of their social and economic backgrounds. Failure to achieve higher grades by students from low-income families may be directly or indirectly attributed to their achievement. In most cases, students with poor grades may not be in a position to secure higher paying jobs. Numerous organization across the world are looking for students with higher grades who can solve their organization problems which in return denies students with low grades an opportunity to achieve their career success (Valencia, 2005). The difficulty in creating solutions for the gap between the income inequality and student achievement is that the opinions in the country are when coming up with educational goals. If our goal is to create good citizens and a few select leaders then we would need to keep giving students the same exams. It may help to determine which students stand out and can be called upon to lead the nation. If our education goal is for everyone to succeed to their best ability than we need to make changes in the way we measure student achievement. Even without political changes, teachers and school leaders can still practice education equality in the classroom. Teachers can create individual goals for students so that they may perform at their ability level. Whatever your opinion on education is, we can all agree that there is an enormous gap in student achievement and income inequality (Berliner, 2013). As discussed earlier, the gap has continued to increase significantly over the years. For instance children that were born in 2001 and even 25 years ago the gap has been reported to be between 30 to 40 percent. The data was gathered from the National Center for Statistics. Reardon (2011) indicated how the student’s achievement and income inequality gap may be. Reardon took into consideration the data a reports from various family groups. The groups involved were students from low-income families and were compared with those from higher income families. Their achievement was compared and recorded. A standard deviation and variance were utilized to measure whether there is a relationship between student’s achievement and income inequality and if there is the difference what was the variance. It was discovered that the student achievement variance remained constant for a given duration that allowed it easier to carry out the comparison. The average reading skills and family income among students from the two groups were measured. It was discovered that in 2008 at the 90th percentile the income for one group was one hundred and sixty dollars while the remaining 10th percentile the income was seventeen thousand dollars and five hundred. The measurement indicates that there is a significant gap between students achievement income inequality between students from rich and humble backgrounds. It was further noted that the gap in terms of student’s achievement and income inequality continued to increase significantly. For instance, the study indicated that the gap between students/children born in the year 2001 was measured at 75 percent. However, in 2001 the gap increased up to 90 percent. Such increase is a clear indication of how income inequality among students continues to escalate as time goes on (Reardon, 2011). Addressing income inequality The government, private institution and society at large should come together and establish how the inequality can be. The government should put in placed different measure addressed the problem of inequality that is affecting students achievements especially those who come from poor backgrounds. The government may create follow-up groups that will help in identifying students who are victim’s income inequality. Mentoring them and following up on their daily activities, as well as their progress in the different levels of their academic achievements (Elmore, 2000). Concerning the above, parents and society, in general, should find time to be with their children despite their tight working schedule. This efficient method of molding and mentoring their children behavior and growing cultures. Additionally, this also makes work easier for teachers in addressing the problems that are affecting their children to achieve the best results (Labaree, 1997). Discouraging discrimination is also another way addressing the inequality and enhances student’s achievements. The discrimination may be in terms gender, race or physical disabilities, and social status to mention just but a few. Rules that govern education equality especially in the public institution should be. Rules should be established to make sure that everyone would be treated and served equally according to their standards (Ladson-Billings, 2004). Religion should be lenient in some of its policies by adopting a modern perspective of the various dynamic and social issues. Injurious actions such as isolation and excommunication should be. Furthermore, rehabilitation centers should be built to rehabilitate those enormously affected by the mention issues to ensure that students from all backgrounds are assisted irrespective of their parents’ level of income (Selden, 2000). The government should also harmonize public and private schools to ensure that all students have equal competing chances. Private institution including financial institution like banks should help students from poor families to get the best education by sponsoring them. Through sponsoring students, such organization may help to reduce inequality problems and enhance student achieving. It may also be an act of corporate social responsibly (Larson & Murtadha, 2002). References Antrop‐González, R., & De Jesús, A. (2006). Toward a theory of critical care in urban small school reform: examining structures and pedagogies of caring in two Latino community‐based schools 1. International Journal of Qualitative Studies in Education, 19(4), 409-433. Berliner, D. C. (2013). Inequality, poverty, and the socialization of Americas youth for the responsibilities of citizenship. Theory Into Practice, 52(3), 203-209. Elmore, R. F. (2000). Building a new structure for school leadership. Washington, DC: Albert Shanker Institute. Howard, T. (2008). Who really cares? The disenfranchisement of African American males in preK-12 schools: A critical race theory perspective. The Teachers College Record, 110(5), 954-985. Labaree, D. F. (1997). Public goods, private goods: The American struggle over educational goals. American Educational Research Journal, 34(1), 39-81. Ladson-Billings, G. (2004). Landing on the wrong note: The price we paid for Brown. Educational Researcher, 33(7), 3-13. Larson, C. L., & Murtadha, K. (2002). Leadership for social justice. Yearbook of the National Society for the Study of Education, 101(1), 134-161. Murphy, J. (2009). Closing achievement gaps: Lessons from the last 15 years. Phi Delta Kappan, 91(3), 8-12. Reardon.F.S. (2011).The Widening Academic Achievement Gap Between the Rich and the Poor: New Evidence and Possible Explanations. Stanford University. Retrieved: Selden, S. (2000). Eugenics and the social construction of merit, race, and disability. Journal of Curriculum Studies, 32(2), 235-252. Valencia, R. (2005). The Mexican American struggle for equal educational opportunity in Mendez v. Westminster: Helping to pave the way for Brown v. Board of Education. Teachers College Record, 107(3), 389-423. Read More