2/7/08
Achievement Gap Data
What is an accurate definition of the ‘achievement gap’ and how do we measure it?
Today we spent some time looking at graphic representations of quantitative information on the achievement gap. Wikipedia shows a series of graphs from the NAEP that show long-term achievement trends (1973-2004). These graphs, like most of the other graphs on the Internet, define the achievement gap on the basis of ethnicity paired with age. The term ‘achievement gap’ is often thrown around, but one point that was raised was the importance of recognizing multiple achievement gaps, based on other variables such as gender, English proficiency, migrant status, poverty status and disability status. In other words, there are deeper issues that don’t make it to the discussions of the ‘achievement gap’ as defined by politician, researchers and popular culture. Therefore, the first step in the interpretation and policy making process is to accurately define the ‘achievement gap’ and then find valid ways to measure it according to that definition. We also looked at data from the website of the US Department of Education. This site’s article, “Closing the Achievement Gap in America’s Public Schools”, only shows data up to 2000 and we found that the data was difficult to understand. We wondered about the process by which these statistics made it to publication. Who is doing the stats? Is there oversight? Is the data peer reviewed?
Another point that was raised was that different researchers operationalize a ‘closing gap’ in different ways. Is the data being used for analysis showing what it is supposed to be showing? Is making the AYP valid as a measure of closing the achievement gap? How then should progress be measured? Should the focus be on measuring levels of student achievement, or gains in achievement? Which is more meaningful? Or should progress be measured in some other way altogether? It is not clear whether the idea of closing the achievement gap is realistic – as a political topic it is often sensationalized, but maybe a more realistic goal would be to focus on narrowing multiple achievement gaps instead of eliminating one so-called ‘achievement gap’.
An Organismic View
Does the classroom exist in a vacuum?
We also discussed the possibility that researchers and policy makers may been looking at the issue too narrowly. Much needs to be taken into account when evaluating gaps in achievement. Individual differences and differences in cultural experiences means that it is virtually impossible to make generalizations about student achievement based on a standards-based model of education and yet much of the research on the achievement gap is doing just this. Other confounds, such as the location of schools and the degree to which parents are taking an interest in their child’s education are important factors that influence achievement. We looked at data on parental involvement from the Child Trends Data Bank and noted a great degree of variability. Another point that was raised was the question of whether or not stressors in the school and local environments can influence achievement. Is it that under certain socioeconomic conditions, children (and teachers) are constantly worried about survival and do they have enough motivation and time to deal with educational issues at hand? What resources are being provided to these schools? How many of these schools have and use out-of-school help for their students to improve on reading and math skills? The classroom is not the be-all and end-all of education since students lives revolve around a series of nested systems, each system having roles, norms and rules which powerfully shape development. External environments and the larger socio-cultural context of children’s lives need to be taken into account. We concluded that mechanistic models of data-collection are insufficient to deal with such variability. How can we take into account individual differences? How do we get policy to interact with the local culture of schools? It is clear that policy makers need to have a thorough understanding of the multiple factors and systems involved before they write and enact policy.
The Special Ed Example
Is quality education really the priority?
There are schools that seem to be taking the easy way out by placing children who would otherwise negatively affect their chances of meeting AYP by placing them in Special Education classes, which don’t count towards the mandatory reporting. Thus, it seems that the priority is more about basic survival skills than about quality learning in schools. Time that could otherwise be spent on quality, meaningful, project-based learning is being squandered because of the necessity to teach strictly to the test. Another issue that was raised was that some schools which seem to be cultivating a culture of learned helplessness amongst the children. Students are not given enough resources or time to advance themselves and therefore it is no wonder they don’t seem to improve. Even if they have the desire to go to college, they lag behind their counterparts simply because they do not have access to resources or the social capital that they need to succeed. How can we expect students to move forward if we don’t even have the basic skills to meet entry level requirements? Today, programs which teach college graduate basic skills such as how to write a memo, constitute a billion-dollar business; this goes back to the fact that these students are the product of an education system which emphasizes regurgitation and superficial thinking. One response has been to implement headstart classes for at risk populations, but do these program address the real issues? The main concern in our discussion was that education is becoming a business more than anything else. NCLB has created a cut throat environment which distracts from the objectives of quality education. Are we even in a country that values education, is it just a product? Where should it stand? What should the educational philosophy be?
Equal Access Vs. Equal Outcome
Should everyone be equal?
We also discussed the distinction between equal access and equal outcome. What kind of society do we want? In countries like France, under a "law on equality of chances", students are allowed to quit the compulsory school system in order to quickly learn a vocation. These students may enter into manual apprenticeship from as early as 14 years of age. “Alongside the ordinary school education system, there are also specialist or adapted classes, which are often integrated into primary and secondary schools, such the SEGPA - adapted general and vocational education sections designed particularly for children and adolescents having difficulty at school because of psychological, emotional or behavioral problems. [....] The aim is to get these children [...] to achieve a minimum skills level: the CAP (certificat d'aptitude professionnel) which sanctions training in a specific vocational skill” (http://www.info-france-usa.org/atoz/edu_fr.asp). Do countries such as France really have it correct? The question of whether or not we should expect everyone to meet the same level and what that level should be was raised. The example from France suggests that there is a need to consider individual differences. What do we do with people who do not want to go to college or are not able to meet the required standard? Should the process of education be one of trying to fit everyone into the same mould? Are some people better off as farmers, janitors? Does unequal outcome necessarily mean that some individuals are ‘better’ than others? Should there be some sort of reform to address this stereotype?
Readings:
Department of Education (2006). Nation’s report card shows continued progress: achievement gap continues to narrow as student population becomes more diverse.
Swanson, C. (2003). Keeping count and losing count: Calculating graduation rates for all students under NCLB accountability. Education Policy Center. Read executive summary, introduction (sec 1), NCLB, accountability & graduation (sec 2), and Disc/Conclusion (sec 7).
Nation’s Report Card. Check out this link to see how each state is doing in terms of proficiency. http://nces.ed.gov/nationsreportcard/states/
Notes courtesy Summer Edward and Purnima Gopalkrishnan
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