Achievement Gaps

Achievement Gaps Reading, writing and the ability to solve simple mathematical problems are a part of the necessary tools needed to survive in America. Consequently, such learning tools are used numerous times throughout the day without recognition. However, reading, writing and basic knowledge of mathematical problems are not equally achieved by all social groups. It is clear that education plays a major role in the future of an individual, yet there are achievement gaps between Black, White and Hispanic groups. Unfortunately, minority groups are not meeting the standard scoring according to statistics. White groups are exceeding Black and Hispanic groups in reading, writing, and mathematics. There are a vast number of reasons for these achievement gaps that include social class and status. The solution to closing these gaps are not simple and it will require the entire nation to fix the problem. This paper will address the achievement gaps between racial groups and include a proposed solution for insufficient scoring on standardized tests amongst minority groups.
The National Assessment of Educational Progress collects scores from public schools in all fifty states, the District of Columbia, and the Department of Defense Education Activity. These scores are divided into scores based on race: Black, white and Hispanic; to show the achievement gaps in education between the groups. According to the National Assessment of Educational Progress (NAEP) there has been a gain in education between 1950 and 2005 with white’s scores increasing in percentage from fifty-six to ninety-three percent, and twenty-four to eighty-six percent for blacks. The achievement gap showed that whites had a twenty-four point lead above Hispanics in both 2005 and 2007. However, the NAEP has had difficulty collecting data from Hispanic groups or any other racial group other than blacks or whites because “(NAEP) reading assessment was administered in 1971, no separate scores were