Disaggregated Groups
Achievement test data is disaggregated into the following subgroups: White
Non-Hispanic, Black, Hispanic, Asian/Pacific Islander, American
Indian/Alaskan Native, Multi-Racial, Economically Disadvantaged, English
Language Learners, and Students with Disabilities. Together, as well as
separately, all students must meet state-determined proficiency levels or
satisfactory growth in order for a district to meet their annual yearly progress.
The reason that test data has been broken down into sub groups is because
while overall group data may show a district is doing well, sub test data
expose significant gaps in achievement between many subgroups, and their
higher achieving counterparts.
Once this data is discovered, districts can then determine a course of action
to address the needs of the lower achieving groups. Research is also done
to examine the causes behind the gaps, and further courses of action.
What we know regarding groups designated by race, is that there are no
genetic reasons for the gaps in achievement. We know that some subgroups
are overrepresented in the economically disadvantaged group, as well as
students with disabilities, which have known implications for learning.
However, in cases where gap students fall into higher economic levels, the
achievement gap still exists. It could then be pondered that even when
parents of students from these subgroups have leveled the playing field in the
resources provided for their children, that the significant gaps that remain are
not a product of the child's home-life. Furthermore, the fact that the gap
persist across economic divides is proof that simple economics are not the
only issue influencing the gap.
It is with this information that I believe we as educators have power to close
the gap. And, if we believe we can close the gap, then we will.
| AchievementGap.info |
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