Lags in Minority Achievement Defy Traditional Explanations. The Achievement Gap.

Autor/inn/en	Viadero, Debra; Johnston, Robert C.
Institution	Editorial Projects in Education, Inc., Washington, DC.
Titel	Lags in Minority Achievement Defy Traditional Explanations. The Achievement Gap.
Quelle	19 (2000) 28, (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; After School Programs; Black Students; Class Size; Educational Quality; Elementary Secondary Education; Equal Education; Hispanic American Students; Korean Americans; Minority Group Children; Parent Influence; Peer Influence; Poverty; Teacher Competencies; Teacher Effectiveness + Suchen Sie Ihr Suchwort? Schulleistung; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Klassengröße; Quality of education; Bildungsqualität; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Armut; Lehrkunst; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	This second in a four-part series on why academic achievement gaps exist notes that standard explanations for why minority students trail behind non-Hispanic whites are not good enough, suggesting that no single explanation for the gap exists, but instead a multitude of factors are influential. Poverty, though not the single most important cause, is a major contributor. Lack of access to challenging academic courses has a negative effect on minority students. Though peer pressure to not "act white" (achieve academically) does not create achievement gaps, it is an impediment to closing them. Other barriers to achievement include high student mobility, poor teacher quality, parents who do not push their children to achieve, lack of access to preschools, racial stereotyping, academic losses over the summer, low teacher expectations, significant television viewing, and test bias. Students in dire need of good teachers often get the least qualified or least experienced teachers. One solution to this problem may be to raise teacher certification requirements. Korean-American parents typically push their children to achieve, relying on tutors and other supplemental education to eventually win highly competitive college placements. Korean educational values focus on high achievement, afterschool programs, test scores, and homework. (SM)
Anmerkungen	For full text: http://www.edweek.org/sreports/special reports article.cfm?s lug=gap.htm.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC