The Widening Income Achievement Gap

Autor/in	Reardon, Sean F.
Titel	The Widening Income Achievement Gap
Quelle	In: Educational Leadership, 70 (2013) 8, S.10-16 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1784
Schlagwörter	Achievement Gap; Low Income Groups; Family Income; Academic Achievement; Longitudinal Studies; Standardized Tests; Mathematics Achievement; Reading Achievement; Data Analysis; Educational Change; Educational Trends; Socioeconomic Influences; Trend Analysis; Early Childhood Longitudinal Survey; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Familieneinkommen; Schulleistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Standadised tests; Standardisierter Test; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Auswertung; Bildungsreform; Bildungsentwicklung; Sozioökonomischer Faktor; Trendanalyse
Abstract	Has the academic achievement gap between high-income and low-income students changed over the last few decades? If so, why? And what can schools do about it? Researcher Sean F. Reardon conducted a comprehensive analysis of research to answer these questions and came up with some striking findings. In this article, he shows that income-related achievement gaps have grown significantly over the last three decades, even as black-white achievement gaps have closed. These gaps are already large when children enter kindergarten; in fact, they do not grow substantially during the school years. Gaps between low-income and higher-income students in other measures of education success (such as college completion rates and civic engagement) have also been growing. Reardon describes a constellation of socioeconomic trends that have led to the widening gap, and discusses the role that schools can play in helping to close the gap. He recommends three strategies: devoting more resources to the early grades; providing extended time in school (provided that it's used effectively); and doing more to reduce socioeconomic segregation in school assignment and thus provide more equal access to high-quality teachers, stimulating curriculum and instruction, and adequate school resources. (As Provided).
Anmerkungen	ASCD. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10