The Racial, Ethnic, and Social Class Achievement Gaps: A Systems Analysis

Autor/in	Gaynor, Alan Kibbe
Titel	The Racial, Ethnic, and Social Class Achievement Gaps: A Systems Analysis
Quelle	In: International Education Studies, 5 (2012) 1, S.28-49 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Achievement Gap; Racial Differences; Ethnic Groups; Social Class; Socioeconomic Influences; Causal Models; Interaction; Achievement Gains; Equal Education; Traditional Schools; Classification; Educational Innovation; Epistemology; School Role; Student Characteristics; Family Influence; Community Influence; Institutional Characteristics; Educational Finance; Minority Group Students; Educational Practices; Student Evaluation; Teacher Competencies; Accountability; Parent School Relationship; School Schedules; Leadership Responsibility; Educational Quality; Literature Reviews + Suchen Sie Ihr Suchwort? Rassenunterschied; Ethnie; Social classes; Soziale Klasse; Sozioökonomischer Faktor; Kausalanalyse; Interaktion; Achievement gain; Leistungssteigerung; Traditioneller Unterricht; Classification system; Klassifikation; Klassifikationssystem; Instructional innovation; Bildungsinnovation; Erkenntnistheorie; Bildungsfonds; Bildungspraxis; Schulnote; Studentische Bewertung; Lehrkunst; Verantwortung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Schulzeiteinteilung; Quality of education; Bildungsqualität
Abstract	This system dynamics analysis draws on the literature to outline the factors commonly discussed as predictive of and, perhaps, causally related to problematic differences in academic achievement among students who vary in race, ethnicity, and social class. It first treats these as a wide-ranging set of exogenous variables, many of which interact with each other, all of which influence academic achievement. "Causal-Influence Diagrams" are drawn to show these complex interactions. Then a distinction is drawn among the "traditional" school, the "gap-closing" school, and the "exceptional" school. In a subsequent section of the paper, variables that are not a part of the internal institutional system of schooling are mostly stripped away. In this section, a typology is presented and a distinction is drawn between two generic types of schools in contrast to what might be called the "traditional" school: the "gap-closing" school and the "exceptional" school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01