Being an emergent bilin-gual is associated with lower academic achievement in unadjusted analyses (NAEP, 2020)
It has always baffeled me that biligualism is seen as anything but an asset. In fact, other studies have shown that there is actually higher cognitive thinking with a biligual student. So, I am concerned about the equity this data is lacking.
sample from 35 states indicate that disparities in advanced mathematics achievement grow between students who are White or Asian and those who are Black or Hispanic across the upper elementary grades
I wonder if this disaparity is only presnet in math achievement or if it is mirrored in reading achievement as well.
While education leaders can use special education data to identify the learning needs of stu-dents with disabilities, district and state administrators can analyze these data to assess disproportionate enrollment rates or manipulation in special education identification
When we are able to look at data in education critically and not take the results personally, then leaders in education can have a "real" conversation on how to overcome the barriers to imporve equity. This type of analysis and understadning is essential to create equitable leanring all students - especially for underserved student groups. Furthermore, it is important to rmember that this type of critical analysis has to happen at all levels of leadership in education, staring with the teacher as a advocate.
Some questions addressed in this work include whether specific student disability categories are associated with less time spent in the general education classroom, how mean achievement differs across low-income students and students of color and how gaps differ across schools and subject areas, and over time, the extent to which women and students of color enroll at equal rates in Advanced Placement science and math courses, and how course-taking patterns changed after a school implemented a sum-mer bridge program for incoming students
Could these help identify barriers districts are facing to identify SPED students accuretly?
Educational leaders are thus uniquely positioned to draw on data in their local settings to monitor equity issues pertaining to special education students and other historically underserved groups
This begins to highlight the importance of this research and how research can help create equity for students who are part of the "historically underserved groups."
at age 7), we may be setting unrealistic developmental timelines for what children can or should
I think this is seen all the way through high school. When I look at the leanring standards for my 12th grade students I wonder how we can expect students to learn within a box when we are always saying that leanring happens in different ways, at different times for evryone. Why does this thinking around developmental growth does not brabchover to academic growth. Instead of thing that a student does not know or understand something we should add "yet."
particularly when none of the high-stakes tests that students will be held accountable for are going to ask students if they have been to an amusement park
This reminds me of what Dr. Marzano discusses in his book Ethical Test Preperation in the classroom He discusses the inequity of standardized testing and how to help students understand that even “while large-scale assessments are intended as objective measures of students’ knowledge and skill, educators unwittingly design them in ways that sometimes distract from this goal…If students are unaware of these different ways of thinking, they will, most probably answer some items incorrectly even if they are skilled at what those items purportedly measure.” So by showing and teaching students nuances and idiosyncrasies of these tests may give students a fairer chance at interpreting what the test requires of them.
why are children in suburban schools worth, on average, $10,000 more than children in urban schools
When I think about this question is always brings me back to the difference of equality orver equity. I think this in itself shows the inequity of the achievment gap.
semantic problem is that the achievement gap makes us think that the problem is merely one of student achievemen
I think this shows how important it is to look at a student's achievments and strengths holistically - which is where the achievment gap falls short.
achievement gap discourse and place students' academic struggles in the larger context of social failure including health, wealth, and funding gaps that impede their school success
I think it is important to understand that understanding a student's gaps in leanring is not the same as using the achievment gap to see those gaps as deficits. Instead we should see them as what students "can do" and work to build on those strengths. In many ways it becomes a shift in an educator's thinking.