Bridging+the+Achievement+Gap

=Bridging the Achievement Gap: Students Growing up in Inner City America =

= By Sara Pinto = = =

==== In a country built upon the ideals of freedom and equality is it possible that some of these values are not true for our education system? Most people do not consider students growing up in inner city America when thinking of differentiated learning. These children are in need of teachers with a new outlook concerning their education, teachers who realize their need for a unique style of teaching to help them succeed. The majority of people are unaware that //1/5 of children in our nation are considered to live in poverty.// This poverty is not like what we think of in other countries, where children don’t have food and clothing, but it denies these students of a quality education. ====

=== -children in poverty growing up in low-income neighborhoods are at increased risk of problem behaviors, including delinquency, substance abuse, teenage pregnancy, and school dropout.”- Inner-City youths helping children. ===

**In Newark new jersey, a suburb of New York City, here are some startling statistics.**

 * 1) ===== **¼ of families live in poverty** =====
 * 2) ===== **only 46% of adults have high school diplomas** =====
 * 3) ===== **1 in 10 adult residents posses a bachelors degree or higher** =====
 * 4) ===== **74% of students qualify for free/reduced price lunch** =====
 * 5) ===== **In math only 35% of 8th grade and 45% of high school students passed the standardized assessments in 2007.** =====


 * 1) ===== **The average academic level of a high school graduate is only 8th grade** =====
 * 2) ===== **50% of low income students don’t graduate high school before turning 18.** =====

==== Ms. Bai is a special education resource room teacher in an inner city school in Phoenix Arizona. Ms. Bai states during the video that, “ //the achievement gap is show but children in low income communities who are already two to three grades behind their higher income peers by the time they reach the 4th grade. Students who receive special education fall into an achievement gap within the achievement gap//.” ====

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==== In Ms. Bai’s classroom she has students on several different learning levels. The achievement gap that they fall into has caused them to be years behind their higher income peers. In the video the captions stated, “ //that the National Assessment of Educational Progress showed that students with disabilities are already behind in math and reading by the 4th grade and fall further back by the 8th//.” Already at such a young age these children have fallen so far behind. Teachers need to begin working with students before the 4th grade to prevent this continual digression. Another caption stated that, “ //reading and math proficiency for students with disabilities is 16.6% and 14.5% lower that their peers in low income communities.//” These students are14.4 and 16.6% behind students who have already fallen into the achievement gap. ====

=== One organization that is making a difference is //TEACHFORAMERICA//. This government funded organization takes students fresh out of college from some the best universities in America and sends them into low income areas to teach for 2 years. This organization Is determined to bridge the achievement gap and help this special group of students rise approve their surrounding. ===

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===-The Mission of TeachforAmerica is: to end educational inequity- the reality that in our country, where a child is born determines his or her education outcomes and life prospects. We are working with a great sense of urgency to build the movements to eliminate educational inequity by enlisting out nations most promising future leaders in the effort. Our vision is that one day, all children in this nation will have the opportunity to attain an excellent education.===

Teachers who are working in an inner city environment:

 * 1) =====have to be willing to put in extra time outside of the classroom, before and after school. Often times after school programs are the only time when students are encouraged to do their homework or get any assistance with it.=====
 * 2) =====need to adjust their curriculum to fit the needs of all their students. The affect of the achievement gap and previous teachers who did not put effort into their students education causes teachers to have to adjust their curriculum to the grade level their students are at. If your students are in the 5th grade but are on a 3rd grade level academically a teacher must be able to adjust his/her study plan so every student learns.=====
 * 3) =====make realistic goals. Don’t expect your students to exceed beyond what they are given the ability to.=====
 * 4) =====think of new and exciting ways to keep their students interested and learning. Use more hands on activities and visual learning.=====
 * 5) =====need to be understanding and able to deal with the difficulties that their students face. Students will be dealing with a lot of stress outside of the classroom and teachers need to realize when a students is going through a hard time.=====

At Chamberlin high school in Boston Massachusetts
-13% speak English are a second language -14% single parents with young children -20% have disabilities -28% live in Boston federal housing -85% are ethnic/racial minorities -100% come from low-income families

These students, although in high school, will affect young students in elementary school as well. Elementary aged students will be looking up to them as role models. Often times, they will be older brothers of sisters of students. A teacher must infuse her class that love and desire for knowledge at a young age.



===-One high school took a new approach to teaching physics. They started a program where students designed remotes operated vehicles. By using a more hands on/kinesthetic approach to teaching they saw amazing results.===
 * 1) student attendance increased
 * 2) students learned their physics content and recognized connections to their course work
 * 3) teachers adopted an “organized chaos” classroom technique
 * 4) students engaged in problem solving activities and developed a sense of authorship

=In Conclusion:= Teachers in an inner city environment need to remember to use hands on /kinesthetic approaches to learning as well as use new ways of teaching to keep their students interested. They have to be willing to put in the extra time to see their students succeed. They have to make changes to their curriculum and lesson plans to meet the needs of their students and make sure everyone is learning. Teachers have to set realistic goals for their students that are achievable. Most of all, teachers have to encourage their students to succeed despite the opposition they face all around them.



=Questions:= 1) How many of the nations children are considered to be in poverty? a)1/10 b) 2/3 c)1/5 d)3/7

2) What is teachforAmerica? a) an organization that feed hungry children in America b) an organization determined to bridge the achievement gap c) a religious group d) an after school program for students throughout the US

3) Teachers working in the Inner City should a) be willing to make changed in the curriculum so all students can learn b) use songs to help students learn c) have students sitting at their desks and all day and keep complete silence in their classrooms d) assign large amount of work for students to do at home

4) What percent of low income students won't graduate before turning 18? a) 40% b) 25% c) 70% d) 50%

5) How did a kinesthetic approach to physics help one high school?

=Sources:=


 * 1) Teach for America []
 * 2) Jane Stallings and Linda Quinn. (1991).Learning How to Teach in the Inner City . //Educational Leadership//. EbSCOhost, Liberty University. http://web.ebscohost.com
 * 3) Barnett, Michael. (2005) Engaging Inner City Students in Learning Through Designing Remote Operated Vehicles //Journal// //of Science Education & Technology//, EBSCOhost, Liberty University. [|http://web.ebscohost.com]
 * 4) O'Donnell, Julie, Michalak, Elizabeth A., Ames, Ellen B. (1997) Inner-City Youths Helping Children: After-School Programs to Promote Bonding and Reduce Risk //Social Work in Education,// EBSCOhost, Liberty University. http://web.ebscohost.com
 * 5) Hongling, Xie, Carins, Robert B., Carins, Beverly D.(1999) Social Networks and Configurations in Inner-City Schools: Aggression, //Journal of Emotional & Behavioral Disorder//, EBSCOhost, Liberty University. [|http://web.ebscohost.com]
 * 6) Dubew, Eric F., Arnett, Mitzi, Smith, Katherine, Ippolito, Maria F. (2001) Predictors of Future Expectations of Inner City Children: A 9-month Perspective Study. //The Journal of Early Adolescence, EBSCOhost,// Liberty University. http://ebscohost.com
 * 7) Harmon, D. (2002). They Won't Teach Me: The Voices of Gifted African American Inner-City Students. //Roeper Review//, //24//(2), 68-75. Retrieved from ERIC database.
 * 8) Neckerman, Kahtryn (2007) Inner-city education in Chicago: Roots Cause of Achievement Gap. University of Chicago Press
 * Li,Xin and La, Dhyan (2006) An inner-city school mentor: a narrative inquiry of the life experience of 'daddy' //Mentoring and Tutoring// Vol 14. No.3 California State University Long Beach Usa; Lynwood Unified Schools Districts, USA.
 * 1) Ross, Steven M., Lowther, Deborah L.(2003) Impacts of the Co-nect School Reform Design and Classroom Instruction, School Climate and Student Achievement in Inner City Schools //Journal of Education for students placed at risk// The Center for Research in Educational Policy The University of Memphis.
 * 2) Martinez, Valerie J., Godwin, R. Kenneth, Kemerer, Frank K., Perna Laura, The Consequences of School Choice; Who leaves and stays in the Inner City //School Science Quartley//, EBSCOhost, Liberty University. http://web.ebscohost.com
 * 3) Estell, David B., Farmer, Thomas W., Carins, Robert B., Carins, Beverly D (2007) Social Relations and Academic Achievement in inner-city early elementary classrooms //International Journal of Behavioral Development// EBSCOhost, Liberty University. http://web.ebscohost.com