Identifying Factors that Contribute to Achievement Gaps

Increasing grades to higher levels and reducing student achievement disparities is a priority for schools and communities across all economic levels and in urban, rural and suburban environments.

This guide is designed to help NEA members discuss with other educators and community members to identify specific factors that contribute to regional achievement gaps in schools, school districts, and communities. Student groups with different backgrounds (race, race, gender, disability, income, etc.) can be used for student life, course access, special educational opportunities, other high school and university graduates, There may be gaps in the indicators. Discussion guide 1, Identification of disparity of achievement in school, school district, and community)

The reason for the achievement gap is multiple, complex interrelations that vary by school, school district, community, community. As a starting point, consider the factors found in various studies to help achieve achievement gaps

Time The family is devoted to supporting and enhancing learning. Other factors Social prejudice (race, ethnicity, poverty and class)

Can any of these factors lead to a gap in the performance of our school? In our school district? In our community? What is the contribution - and what is the gap?

Are there other factors that lead to the local achievement gap that we found? How are they contributing - and the gap they are contributing?

What are the questions and questions in the list of factors that lead to regional performance gaps?

Determining responsibilities of stakeholders to narrow the achievement gap: regional and school strategies - Discussion guide

Determining the stakeholder's responsibility to the gap: Stakeholder behavior - Discussion guide

Some of the gaps in achieving several interrelated factors that will bring gaps in achievement include factors that children bring to school and other factors that contribute to the gap include resources available to students at school, conditions and opportunities It is included. In the following section we will explore a more complete theory and research on the causes of the gap and consider several suggested solutions and California policies designed to offset these factors. Proposals that explain the gap of achievement and attempt to narrow it can be broadly categorized as focusing on external factors or school based factors. Research and suggested solutions also tend to reflect "cultural" views dealing with behavior as a result of beliefs and values ​​of individuals, families or groups, or as a "structural" view of behavior. Non-personal environmental factors

Evaluation of public education in the US usually depends on how students perform in their students.

This guide is designed to help NEA members discuss with other educators and community members to identify specific factors that contribute to regional achievement gaps in schools, school districts, and communities. Student groups with different backgrounds (race, race, gender, disability, income, etc.) can be used for student life, course access, special educational opportunities, other high school and university graduates, There may be gaps in the indicators. Discussion guide 1, Identification of disparity of achievement in school, school district, and community)