Reasons Behind the Achievement Gap

As a future educator, it is crucial that one ponders upon why there is an achievement gap

throughout the United States of America. The question centers on the hardships that children of

English Language Learners, minority and low socioeconomic status must overcome. Though it is

hard to pinpoint one known factor, there are a number of components behind why these students

underperform in the classroom. Education is powerful and it is essential that each student is

granted the same opportunities. Educators should be wary that each of their students are being

given adequate expectations in order to avoid limiting their potential. Though the mission may

seem impossible, educators should center their curriculum on the needs of each individual

student. By doing so, this will create closure towards the achievement gap. Although America is

recognized as a country of equality that belief does not hold true for the educational system.

In terms of English Language Learners, it is known that many of these individuals sit

within classrooms without the guidance that is necessary for success. Unfortunately, many

teachers are not equipped with the skill sets that are needed for these individuals to succeed.

Specifically, many Southern states employ teachers that lack the requirements that are needed to

benefit the educational system. Ultimately, their lack of knowledge contributes to the constant

failure that is being reported each year. Instead of becoming familiar with their student’s culture,

many teachers ask that other students are the primary means of interpretation. With that being

said, these individuals will continue to fall further behind because time is not being invested into

their education.

On the other hand, the barrier that is seen amongst ELL students is that it takes an

unsurmountable stretch of time to develop fluency in the English language. According to

Common Assumptions, “Oral proficiency can take 3 to 5 years to develop, and academic English

proficiency may take 4 to 7 years” (2010). Unfortunately, these children’s parents are causing a
Reasons Behind the Achievement Gap

great disservice by removing their children from school and transferring to other school districts.

By doing so, the child loses all skills that have been acquired. Despite the language struggle,

these students will continue to receive low standardized test scores because their teachers are not

providing resources such as translators. Further, Common Assumptions states, “Consequently, a

curriculum that supports ELL students’ academic and linguistic needs in both languages over a

sustained period of time represents a more reasonable approach to closing the achievement gap

between ELL students and native English speakers” (2010). As dually stated above, finding a

common ground between the two languages would be the most beneficial tactic to take in order

to avoid furthering the achievement gap. Bilingual students are said to be better-rounded because

attaining the skill of learning another language takes persistence and dedication.

Ultimately, the skills that have been gained will then deter because the students are not

being forced to practice at home because many of their parents do not know the language.

According to The Effect, “However, others point out that dual language education can be a

powerful intervention for closing the achievement gap for English language learners (ELLs), and

that it enhances outcomes for both ELLs and English native speakers” (1). To further what was

stated above, it is crucial that these students are aware of the benefits that come along with being

a bilingual student. These individuals will have continual developmental growth. In order to

promote dual language, it is important that educators are encouraging students to utilize both

languages in the classroom. It is often said that these minority students should freely be able to

employ their foreign language in order to stay culturally competent. Failure to do so, will keep

these students from discovering their full potential and worth as an academic individual. With

this is mind, educator’s should devote time to each of their students in order to be sure that the

students are performing at a level that is expected of them.

Whereas, minority students are likely to face similar circumstances. In particular, these

students face a great sense of peer pressure amongst their counterparts. According to Black-

White, “The Black-White achievement gap has sometimes been attributed to Black students’ fear

of being alienated from their Black peers should they emulate more academically successful

White students” (24). The theory revolving around “acting white” has led these minority students

into believing that their education serves no value. In reality, they are limiting the opportunities

that they have been graciously granted with. Unfortunately, these students have an image to

uphold. Rather than defying the stereotype that is given to this particular group of individuals,

they allow it to define who they are and what they stand for.

Further, Black-White states, “Specifically, acting Black is associated with negative

behaviors, low intelligence, disinterest in school and achievement, poor language skills, and a

preference for urban clothes” (24). Though this idea sounds farfetched, it is embedded into many

individuals that they must stick closely with the social norm. Violation will lead to removal from

social cliques solely based upon the idea of caring about one’s academics. According to many

minorities, they leave their homelands in order to gain a sense of “freedom”. By doing so, it is

important that these children are taking full advantage of the worth of education. These students

fear that they will be subject to mockery if they achieve the unthinkable. From a cultural

standpoint, it makes sense because some ethnic groups put an emphasis on what is and is not

important within their cultural beliefs. Although, some cultures place education as a precedent.

However, feeding into the stereotype will allow these students to keep with their cultural

expectations. Though, some individuals still value the importance of their education and combat

against by continuing to excel in the classroom. However, many students become complacent

with the educational achievements which they have attained and begin to exert less effort.
Reasons Behind the Achievement Gap

While, some students are subject to having a low socioeconomic status. Unfortunately for

this select group of individuals, it is rather difficult to escape the stereotype given. In regards to

that, these students are faced with the lack of adequate resources for success. From a professional

standpoint, it is evident which students fall into this categorized group. Students falling within

this category often act reluctant of the resources that are provided. According to Most

Disadvantaged, “It is consistently found that unlike students with higher socio economic status

SES backgrounds, students who suffer from lower SES living conditions are less likely to

succeed in elementary and secondary schools and to attend a higher education institution”

(2016). Due to low income, many of these students are not fortunate enough to receive extra help

from their parents due to the excess hours that they spend at work in order to provide for the

family. Furthermore, many of the students that fit into this category are not fulfilling their

physiological needs. In order to excel in the classroom, Maslow’s hierarchy of needs must be

met. As a child, it is rather difficult to focus on schoolwork when one is worrying about whether

or not there will be a meal provided for them. On the other hand, some students are held

responsible to provide an income for their family, which makes prioritizing much more difficult.

However, many inner city children are provided with afterschool programs with little cost to

their parents. In many cases, the services are provided for free.

Despite the services, children become wary of seeking help because they are so

accustomed to failing that they are uncertain of how they can succeed. According to Who are

Disadvantaged, “’Ensuring an adequate supply of well-qualified teachers in high-minority

schools’” is considered to be an effective way to deal with the achievement problem of low-SES

students”. Though it would be nice for the parents to place blame on the educators, it is difficult

to measure which teachers are doing an exceptional job and which are doing mediocre at best.
Reasons Behind the Achievement Gap

Overall, it is the educator’s duty to ensure that each student is at the level which they should be.

According to Decision Points, “To close a gap, the achievement of the lower performing group

must increase faster than the achievement of the higher performing group” (3). Those that live in

rural areas are subject to falling under lower SES conditions because their resources are scarce.

Further, administrators should solely focus their attention on the students that are at risk of

falling behind in the classroom. Those students are the ones that are in need of the most help.

After all, the select few that underperform in the classroom are the ones that are dragging down

the school’s academic statistics. Therefore, an adequate supply of resources should be given to

this select group of students in order to ensure that the gap is developing closure.

Therefore, in order to see a change in the way that administrators view education, it is

important that resources are being provided within the school setting. Ultimately, the answer to

this question stems down to the same population. In general, ELL students must be given

resources such as translators. While, minority students should not have to fear that they will be

ridiculed for their successes in the classroom. In terms of SES, these students have the burden

placed on them regarding whether or not they will fulfil their physiological needs. School

officials should begin to enforce the Rigor, Relevance and Relationship approach in the

classroom. As a student, one should feel that their success is a matter of importance. Students

should be challenged in a way that allows them to feel a sense of accomplishment at the end of

the day. Rather, many students sit within the classroom unsure of how the subject matter will

pertain to their life. Questions that constantly arise consist of: How can this be applied outside of

the classroom? Though the answers lack clarity, it is crucial that educators assess these answers

in order to help with the development of appreciating education. Another concern is that many

teachers are lacking relationship building amongst their teachers. Students are hesitate in terms
Reasons Behind the Achievement Gap

of approaching their teachers for help if they feel that they cannot form a bond. By producing the

three R approach in the classroom setting, it will help create closure to the achievement gap.
Reasons Behind the Achievement Gap

Work Cited

Bellibas, Mehmet Sükrü. “Who Are the Most Disadvantaged? Factors Associated with the

Achievement of Students with Low Socio-Economic Backgrounds.” Educational

Sciences: Theory & Practice 16.2 (2016): 691-710. Web

Culbertson., Michael J., and Shelley H. Billig. “Decision Points and Considerations for

Identifying Rural Districts That Have Closed Student Achievement Gaps. REL 2016-

130.”(2016): n. pag. Web. 20 Feb. 2017.

“ERIC – Common Assumptions vs. the Evidence: English Language Learners in the United

States—A Reference Guide, American Institutes for Research, 2010-May.” ERIC –

Common Assumptions vs. the Evidence: English Language Learners in the United

States—A Reference Guide, American Institutes for Research, 2010-May. N.P, n.d. Web.

09 Feb. 2017.

“ERIC – Is the Black-White Achievement Gap a Public Sector Effect? AN Examination of

Student Achievement in the Third Grade, Journal of At-Risk Issues, 201. “ERIC – Is the

Black-White Achievement Gap a Public Sector Effect? An Examination of Student

Achievement in the Third Grade, Journal of At-Risk Issues, 2012. N.p, n.d. Web 09 Feb.

2017.

Steele, Jennifer L., Robert Slater, Jennifer Li, Gema Zamarro, and Trey Miller. “The Effect of

Dual-Language Immersion on Student Achievement in Math, Science, and English

Language Arts.,” (2013): n. pag. Web. 20 Feb. 2017.