Low Student Achievement
RUNNINGHEAD: FALLING THROUGH THE CRACKS
Falling Through the Cracks: Low Student Achievement in Urban High Schools
By Ashelley Wilder, BS
Coppin State University/University of Baltimore
Dr. Bridal Pearson, Ph.D
December 8, 2010
Abstract
Retention and the decision to dropout are two of the many pervasive attitudes that undermine the success of students in urban high schools. The achievement gap between urban and suburban students has been an issue of growing concern among researchers, policymakers, and education officials. This paper will explore the many issues involved in trying to understand this far-reaching socio-academic problem. This paper is divided into four sections. The background section will provide general information on the prevalence of student achievement, explore the consequences and causes of it, and identify the stakeholders on the issue. It will also provide information on the current government response, The No Child Left Behind Act, and three instituted solutions: accountability, tuition vouchers, and teacher induction programs. It will then provide a suggested solution: extended day programs.
Low student achievement in urban area school systems is an issue of public concern that the government should address. An achievement gap is defined “as an observed disparity between the performances of groups of students (NEA, 2010)”. According to the National Education Association, achievement gaps exist when groups of students with relatively equal ability do not achieve academically at the same levels. In most cases, “one group often exceeds the achievement levels of others. Achievement gaps may be based on race or ethnicity, income levels, language background, disability status, or gender (NEA, 2010).” In a study administered by the National Assessment of Education Progress (NAEP), a sample was taken of 12,000 high school seniors who took part in a simple reading assessment (Table 1). This sample group was monitored
Falling Through the Cracks: Low Student Achievement in Urban High Schools
By Ashelley Wilder, BS
Coppin State University/University of Baltimore
Dr. Bridal Pearson, Ph.D
December 8, 2010
Abstract
Retention and the decision to dropout are two of the many pervasive attitudes that undermine the success of students in urban high schools. The achievement gap between urban and suburban students has been an issue of growing concern among researchers, policymakers, and education officials. This paper will explore the many issues involved in trying to understand this far-reaching socio-academic problem. This paper is divided into four sections. The background section will provide general information on the prevalence of student achievement, explore the consequences and causes of it, and identify the stakeholders on the issue. It will also provide information on the current government response, The No Child Left Behind Act, and three instituted solutions: accountability, tuition vouchers, and teacher induction programs. It will then provide a suggested solution: extended day programs.
Low student achievement in urban area school systems is an issue of public concern that the government should address. An achievement gap is defined “as an observed disparity between the performances of groups of students (NEA, 2010)”. According to the National Education Association, achievement gaps exist when groups of students with relatively equal ability do not achieve academically at the same levels. In most cases, “one group often exceeds the achievement levels of others. Achievement gaps may be based on race or ethnicity, income levels, language background, disability status, or gender (NEA, 2010).” In a study administered by the National Assessment of Education Progress (NAEP), a sample was taken of 12,000 high school seniors who took part in a simple reading assessment (Table 1). This sample group was monitored
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