Factors That Contribute to Achievement Gaps:

Article 8 REFLECTION 

       

Due to a comment on Article 8, I wanted to provide a list of factors that contribute to achievement gaps among English language learners (ELLs) and non-ELLs.  With so many factors to consider, it has become evident that there is no one answer to solve this problem. Throughout my research, I have been able to gain an understanding of what issues come into play with my current teaching situation and what factors appear to have the greatest impact on my students' learning and achievement.

Taken from the National Education Association (NEA) website: 

Identifying Factors that Contribute to Achievement Gaps

Discussion Guide 2

The causes of achievement gaps are multiple and complexly interrelated, and they vary from school to school, district to district, and community to community. As a starting point, consider factors that have been identified in various studies as contributing to achievement gaps.

Within Schools' Control	Outside Schools' Control
Schoolwide Factors Low expectations for student achievement; Lack of rigor in the curriculum; Large class size; Tracking groups of students into a less demanding curriculum; Unsafe schools; Culturally unfriendly environments; and Poor, or no, instructional leadership.	Factors in the Local Community Economic opportunity for students' families; Access to health and social services; Community safety; Access to libraries, museums, and other institutions that support students' development; and Access to child care and after-school programs and facilities.
Teacher- and Teaching-Related Factors Uncertified and inexperienced teachers; Insensitivity to different cultures; Poor teacher preparation; Low expectations of students; and Inadequate materials, equipment, and resources, including technology-based resources.	Students' Background Families' income level; Students' birth weight; Students' diet and nutrition at home; Students' mobility; and Students' primary language (if other than English).
Student-Related Factors Students' interest in school; Students' level of effort; Students' feeling that they are, in part, responsible for their learning.	Education Funding Shortfalls State budget deficits; Unfunded federal mandates; and Inequities in funding among school districts.
Families' Support of Students' Learning Families' participation in school activities; Families' skills to support and reinforce learning; and Students' TV watching and at-home reading.	Families' Support of Students' Learning Time family members are able to devote to support and reinforce learning. Other Factors Societal bias (racial, ethnic, poverty and class)

Retrieved from:

http://www.nea.org/home/17413.htm

References:
Center on Education Policy, 1001 Connecticut Avenue, N.W., Suite 619, Washington, DC 20036. Tel: 202-822-8065; Fax: 202-822-6008; e-mail: ctredpol@ctredpol.org; Web site: http://www.ctredpol.org.

Article 10

Summary:

Below is data reflecting the achievement rates of ELLs and Non-ELLs among reading and math; this information is taken from the Wyoming Department of Education.

Retrieved from:

http://fusion.edu.wyoming.gov/MySites/Data_Reporting/data_reporting_assessment_reports.aspx

Reflection: 

The data above shows an evident achievement gap among ELLs and their English speaking peers.  Integrated throughout my research I will reflect on statistics from nation wide, state wide, and district wide reports to assist in supporting the idea and need for my research.

Article 9

Title:

The Impact of a Collaborative Family Involvement Program on Latino Families and Children's Education Performance

Link: 

http://eric.ed.gov/?id=EJ1032271

Abstract:

Latino families often reflect a large commitment to their children's education, however, research has shown that these students often experience lower achievement when compared to their English speaking peers.  These gaps are shown to appear due  to numerous factors such as:  language barriers,  disconnect from culture, inefficient teaching strategies, etc. When looking at solutions to these problems it has been shown that family involvement programs can students, families and schools. The two-year study explored in this article discusses how family involvement along with the offerings of family workshops can help with learning and achievement; the study showed that significant improvements were found among it participants. O'Donnell (2014) stated that, At the end of two years, level of participation significantly predicted student effort, social skills and work habit grades, and standardized English Language Arts test scores and was somewhat predictive of achievement grades. Implications for practice are discussed.

Reflection:

I found this article to be very interesting as I am currently working at a family literacy center where beside being a pre-school teacher a huge component of the program is with family literacy and the many components involved such as: home visits, parent/student together time, workshops, etc.  For me research this not only provided information on another factor that can increase achievement but also provided me with some insight for other ideas on how to incorporate family's into my students achievement.

References: 

Donnell, J. O., & Kirkner, S. L. (2014). The Impact of a Collaborative Family Involvement Program on Latino Families and Children's Educational Performance. School Community Journal, 24(1), 211-234.