Reframing the Achievement Gap. Robert Evans.
by Evans, Robert; ProQuest Information and Learning Company.
Series: SIRS Enduring Issues 2006Article 12Institutions. Publisher: Phi Delta Kappan, 2005ISSN: 1522-3256;.Subject(s): Academic achievement | African American students | Education -- Parent participation | Educational accountability | Effective teaching | Hispanic American students | Minority students | Parent and child | Public schools | Race differences | Readiness for schoolDDC classification: 050 Summary: "The achievement gap, the persistent disparity between the performance of African American and Hispanic students and that of white and Asian American students, is perhaps the most stubborn, perplexing issue confronting American schools today. Closing the gap is widely seen as important not just for our education system but ultimately for our economy, our social stability, and our moral health as a nation." (PHI DELTA KAPPAN) The author considers how, "when we set the achievement gap and schooling itself in the broader context of how children grow up, it becomes clear that the issue far transcends the classroom." He believes that holding schools alone accountable for closing the gap "is a doomed strategy that can only disserve our most vulnerable children."| Item type | Current location | Call number | Status | Date due |
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High School - old - to delete | REF SIRS 2006 Institutions Article 12 (Browse shelf) | Available |
Articles Contained in SIRS Enduring Issues 2006.
Originally Published: Reframing the Achievement Gap, April 2005; pp. 582-589.
"The achievement gap, the persistent disparity between the performance of African American and Hispanic students and that of white and Asian American students, is perhaps the most stubborn, perplexing issue confronting American schools today. Closing the gap is widely seen as important not just for our education system but ultimately for our economy, our social stability, and our moral health as a nation." (PHI DELTA KAPPAN) The author considers how, "when we set the achievement gap and schooling itself in the broader context of how children grow up, it becomes clear that the issue far transcends the classroom." He believes that holding schools alone accountable for closing the gap "is a doomed strategy that can only disserve our most vulnerable children."
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