Achievement Gap: Myths and Reality, The

Author: Singham, M.
Publisher: Phi Delta Kappa
Publication Date: 2003, April
Journal: Phi Delta Kappan
Journal Volume: 84(8)
Pages: 586-591
Available for purchase online at: http://www.pdkmembers.org/members_online/members/orders.asp?action=results&t=A&desc=ACHIEVEMENT+GAP&text=&lname_1=SINGHAM&fname_1=&lname_2=&fname_2=&k

Abstract (written by WestEd)

Note: The full-text article is available for purchase from the PDK Web site. Use the URL above to locate the article by title in the Archived Issues section of the PDK Publications Archives.

The author posits that many purported causes of the achievement gap between student groups, notably white and black students, are actually myths with some elements of truth. These myths can influence educators and policy-makers to seek a simple, single solution that fails to solve the problem.

Data show that the test score gap shrinks only a little when black children and white children attend the same schools. Expenditures are almost the same for the average black and white student. Black/white income differences have only a small correlation to test scores. Traditional measures of socioeconomic status (income and parental education) account for, at most, one-third of the gap. Some studies cast doubt on the "negative peer pressure" theory, which asserts that black student culture is averse to high academic achievement. But, for example, both black and white students do little homework outside of school.

"Academic resources" (a composite of high school curriculum, test scores, and class rank) is a much greater predictor of college degree completion than SES. Students in the lowest two SES quintiles, but with the highest academic resources, graduated at higher rates than the majority of students in the highest SES quintile. High school curriculum has the greatest impact on closing the achievement gap while raising achievement for all students. Within a high school curriculum, the higher the level of mathematics studied, the stronger the effect on college degree completion. Finishing a course beyond Algebra 2 more than doubles college completion of a bachelor's degree. "For whatever reason, mathematics has become a key 'gatekeeper' course."

A study of the Pittsburg school system's implementation of standards-based education indicated that teachers and schools with "strong implementation" had significantly higher student achievement scores than others. These teachers used visual aids and manipulatives and employed cooperative learning and active student involvement that explicitly targeted content standards. "The reform curricula significantly narrowed the gap between whites and underrepresented minorities, while increasing the performance of both groups in all categories."

Singham argues that "the gap we should be focusing on is the difference between where all students are now and where we believe they should be." A narrow focus on the lowest group ignores that many students in all race and SES categories are below proficiency according to measures such as NAEP. Research indicates that good teaching matters the most. It takes about 10 years of professional development for beginning teachers to become "strong implementation" teachers; yet sustained, focused, participatory staff development is rarely the highest priority in education reform efforts.

Research suggests that effective teachers need three kinds of knowledge.

1. Teachers need content knowledge to teach with flexibility and resourcefulness. Teachers without adequate content knowledge tend to lecture from textbooks either because they must or to avoid student engagement that might show their lack of knowledge.
   
   
2. Teachers need generic teaching skills to encourage active student learning: cooperative learning strategies, inquiry-based instruction, wait time, corrective feedback, intrinsic motivation, challenging materials, and varied support system for the success of all students.
   
   
3. Teachers need pedagogical content knowledge in the specific subjects they teach. Students come with preconceived knowledge that may conflict with what the teacher is trying to teach. If a teacher tries to teach without challenging students to examine hidden and erroneous beliefs, much of teaching will be wasted.

According to Singham, the solution to improving achievement for all students as well as closing achievement gaps for underperforming groups is to focus reform efforts on long-term professional development of high quality, standards-based instruction that embodies strategies that especially impact traditionally low-achieving students.