Common Core and the Continued Socioeconomic Achievement Gap: How Can We Better Prepare Future Teachers?

Autor/in	Davis, Lauren Dotson
Titel	Common Core and the Continued Socioeconomic Achievement Gap: How Can We Better Prepare Future Teachers?
Quelle	In: Journal of Education and Learning, 8 (2019) 6, S.1-14 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Middle School Students; Socioeconomic Status; Achievement Gap; Poverty; Academic Achievement; Teacher Education Programs; Teacher Competencies; Preservice Teacher Education; Standardized Tests; Common Core State Standards; Grade 6; Grade 7; Grade 8; Reading Achievement; Mathematics Achievement; North Carolina + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Socio-economic status; Sozioökonomischer Status; Armut; Schulleistung; Lehrkunst; Lehramtsstudiengang; Lehrerausbildung; Standadised tests; Standardisierter Test; Common core curriculum; Curriculum; Kerncurriculum; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	This paper discusses a longitudinal study of North Carolina middle level student proficiency levels on standardized assessments since the shift to the Common Core curriculum. Student poverty and its impact on student achievement the focus of this paper, and this study analyzes long-term proficiency trends and while delving into inequity implications regarding socioeconomic status. Recognizing the impact of poverty on student achievement as measured by standardized tests, the author questions the explicit practices of teacher preparation programs in preparing teacher candidates to work with students of poverty, specifically pertaining to the middle level student. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01