| Achievementgap.info |
What can we do about the Achievement Gap?
(www.educationworld.com/a_issues/chat/chat119.shtml)
Dr. Ruby Payne says that some strategies that we can employ to help make lessons more relevant
and understandable for children of all social classes are:
• Build relationships of mutual respect with students
• Use direct teaching processes. This means that you are very specific in the steps and
procedures needed to do something.
• Use “Mental” modes.
(www.nwrel.org/cnorse/infoline/may97/articles5.html)
• “Understand the role of prejudice, bias, and stereotyping in their lives.”
• “Use the unique abilities, skills, talents, and strengths of all students to expand and extend
their learning and achievement, using in culturally appropriate ways questioning
strategies, critical thinking, and the application of knowledge.”
• “Take advantage of social skills that children typically bring to the classroom.”
• “…etc., ensure equitable academic attention by developing a system for calling on students.”
(www.edletter.org/past/issues/2001-mj/gap.shtml)
One school district, Fort Wayne, “implemented diversity training for staff, developed school
improvement plans with the input of representative groups across age and racial lines, and
revised curriculum to include better representation of the cultural contributions of people of
color.”
Also at Fort Wayne, they broadened how they look at the “gap.” They are looking into
“black/white differences in discipline referral, dropping out, educational aspirations, and
perceptions of the school climate.”
“The Fort Wayne educator-researchers also found gaps in the way students perceive the role of
discipline in their school lives. ‘There’s a perception that if you do the same thing, you’ll get a
worse punishment if your black,’ notes Fowler-Finn.”
Use of a student attitude survey will help determine if a need exist in the area of school
atmosphere.
“…etc., the unique characteristics of school cultures and student populations suggest that the
most meaningful changes may depend on research that is locally driven.”
(www.pbs.org/closingtheachievementgap/debate_minding.html)
“The most promising school-related strategies for reducing the black-white test score gap seem
to involve changes like reducing class size, setting minimum standards of academic competency
for teachers and raising teachers’ expectations for low-performing students.”
(www.educationworld.com/a_issues/chat/chat119.shtml)
Dr. Ruby Payne says that some strategies that we can employ to help make lessons more relevant
and understandable for children of all social classes are:
• Build relationships of mutual respect with students
• Use direct teaching processes. This means that you are very specific in the steps and
procedures needed to do something.
• Use “Mental” modes.
(www.nwrel.org/cnorse/infoline/may97/articles5.html)
• “Understand the role of prejudice, bias, and stereotyping in their lives.”
• “Use the unique abilities, skills, talents, and strengths of all students to expand and extend
their learning and achievement, using in culturally appropriate ways questioning
strategies, critical thinking, and the application of knowledge.”
• “Take advantage of social skills that children typically bring to the classroom.”
• “…etc., ensure equitable academic attention by developing a system for calling on students.”
(www.edletter.org/past/issues/2001-mj/gap.shtml)
One school district, Fort Wayne, “implemented diversity training for staff, developed school
improvement plans with the input of representative groups across age and racial lines, and
revised curriculum to include better representation of the cultural contributions of people of
color.”
Also at Fort Wayne, they broadened how they look at the “gap.” They are looking into
“black/white differences in discipline referral, dropping out, educational aspirations, and
perceptions of the school climate.”
“The Fort Wayne educator-researchers also found gaps in the way students perceive the role of
discipline in their school lives. ‘There’s a perception that if you do the same thing, you’ll get a
worse punishment if your black,’ notes Fowler-Finn.”
Use of a student attitude survey will help determine if a need exist in the area of school
atmosphere.
“…etc., the unique characteristics of school cultures and student populations suggest that the
most meaningful changes may depend on research that is locally driven.”
(www.pbs.org/closingtheachievementgap/debate_minding.html)
“The most promising school-related strategies for reducing the black-white test score gap seem
to involve changes like reducing class size, setting minimum standards of academic competency
for teachers and raising teachers’ expectations for low-performing students.”
 |
| |
 |
| |
 |
| |
 |
| |
 |
| |
 |
| |
 |
| |
 |
| |
 |
| |
 |
| |
 |
| |
 |
| |
 |
| |
 |
| |
 |
| |
 |
| |
 |
| |
 |
| |
 |
| |
 |
| |
 |