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In this article, we analyzed past and present research studies in which investigators examined differences in academic achievement between students who were White and non-White (i.e., specifically Hispanic or students designated as Limited English Proficient). As anticipated, the majority of the researchers whose studies were analyzed reported that White students outperformed all other groups of minority students on all standardized achievement measures, with the exception of Asian American students who outperformed White students in all academic standardized tests and at all grade levels. Concomitant with the achievement gap studies, a theoretical framework through which the achievement gap may be understood was present. Finally, implications for school personnel, monetary spending, and classrooms were provided.

This manuscript has been peer-reviewed, accepted, and endorsed by the National Council of Professors of Educational Administration (NCPEA) as a significant contribution to the scholarship and practice of education administration. In addition to publication in the Connexions Content Commons, this module is published in the International Journal of Educational Leadership Preparation, Volume 6, Number 4 (October - December, 2011), ISSN 2155-9635. Formatted and edited in Connexions by Theodore Creighton and Brad Bizzell, Virginia Tech and Janet Tareilo, Stephen F. Austin State University. Topic editors and double-blind reviews managed by IJELP Editor, Linda Lemasters, George Washington University.

Sumario en espanol

En este artículo, nosotros analizamos por delante de y presentamos estudios de investigación en los que investigadores revisaron diferencias en el logro académico entre estudiantes que fueron Blancos y de color (es decir, específicamente hispano o los estudiantes designaron como inglés Limitado Capaz). Como anticipado, la mayoría de los investigadores cuyos estudios fueron analizados informó que estudiantes Blancos superaron todos los otros grupos de estudiantes minoritarios en todos los medidas estandarizadas de logro, a excepción de estudiantes norteamericanos asiáticos que superaron a estudiantes Blancos en todo el académico las pruebas estandarizadas y en todos los niveles de grado. El hecho concomitante con los estudios de vacío de logro, una armazón teórica por que el vacío de logro puede ser comprendido fue presente. Por último, las implicaciones para el personal de la escuela, el gasto monetario, y las aulas fueron proporcionados.

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Introduction

Discussed in this conceptual analysis were the results of numerous studies in which the achievement gap and related variables were analyzed. Educational equity in elementary schools, in particular, where the educational process begins for all students was discussed. Also demonstrated was the continued presence of an achievement gap among Whites, non-Whites, and students with a label of Limited English Proficient, regardless of the accountability mandated by the NCLB Act. Researchers who analyzed data from pre-kindergarten through high school have repeatedly documented the academic achievement discrepancies between and among White, non-White, and students with a label of Limited English Proficient. Regardless of additional money, resources, and qualified personnel, minority studies are performing much more poorly than their White counterparts. We hope that, through this article, we have provided an overview of the empirical research in a way that will assist policy makers, administrators, and educators in making cognizant resolutions regarding the minimization of the achievement gap. Specific subheadings in this conceptual analysis were: Equity; Hispanics and Students with a Label of Limited English Proficient; Achievement Gap; Achievement Gap and Teachers; Achievement Gap, Early Childhood Education, and Literacy; Achievement Gap and Monetary Spending; and Achievement Gap Among Whites, Non-Whites, or Students with LEP.

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Source:  OpenStax, The achievement gap between white and non-white students. OpenStax CNX. Jan 10, 2012 Download for free at http://cnx.org/content/col11402/1.4
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