STRATEGY
The Achievement Gap
Achievement gaps exist among all kinds of students.
They exist
along racial, ethnic and socioeconomic lines as well as African American, Hispanic, and Native American children.
While the gaps grew narrower between the 1970s and 1980s the research indicates that it has grown wider in recent years.
Cultural factors play a role in the gaps including poverty, poor health care, mobility of the family, low educational levels of parents or guardians, lack of resources in the home
(e.g., no place for students to study), parents who do not read to their children, and
lack of books in the home.
It is important to remember that many of these challenges are outside the control of classroom teachers, but others are in the domain of teachers.
Expect high quality work from all students.
Remember, it is not the color of the balloon that determines how high it will go.
It is what is inside that counts.
It is imperative that teachers place the highest possible standards in front of children.
Not all children will reach them but experienced teachers know that most children will strive to reach them if given the inspiration.
Provide extra help to those children who need it.
The help needs to be provided to those students the minute a teacher identifies that a student has not mastered the material taught.
Waiting until the end of the term or the end of the marking period makes little sense.
Many subjects are "building block subjects."
That is to say if a student doesn't understand or grasp a concept taught on Monday, she will be lost for the entire week, or term.
If your school has a mentoring or tutoring program, use it.
Remember that tutoring can be given before school begins, after the school day ends, on Saturdays or even during a lunch period.
Use data to identify student needs. Go over test material and homework to see where a student, a group of students, or the class failed to grasp a concept.
Do not track low income or ethnically diverse students into low-level classes.
The U.S. Department of Education and the Southern Regional Education Board found that students perform at above their ability level when programmed into high-level classes.
I know an elementary school teacher in Philadelphia who told her third grade low-level performing class that they were of
such high caliber that they had been selected to learn Spanish.
She placed signs around her classroom in Spanish identifying various objects.
Guess what? The students learned to speak and write in Spanish.
152 Ways to Keep Kids in School: Effective, Easy-to-Implement Tips for Teachers by Franklin P. Schargel,
©2008 by Eye On Education.
All rights reserved. Reproduced with permission from Eye On Education.
Co-Marketed with Eye On Education and EverythingAboutLearning.com.
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152 Ways to Keep Students in School
Product ID: 97815966708773
by Franklin P. Schargel
Price: $29.95
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Speaking from years of experience, author Franklin Schargel provides 152 field-tested ideas about working with at-risk students.
Designed to be read and implemented quickly, these are concise snapshots of what educators can do to keep students from dropping out.
You can apply these practical tips in your classroom today.
Order by September 1, 2008 and get 20% off. Use promo code "LEARN" at checkout.
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