This study investigates the achievement gap and theinequalities in precisely gifted education. In this article, the gaps are inview of ethnicity, financial status, race, sex, and disability. Her purpose toconduct this research is to reach others (i.e. educators, policymakers, andfamilies). There are approximately 3.4 million K-12 students who live below thepoverty line who rank in the top quartile academically (Ford, 2011, p.

33). Donna Ford states that closing the achievement gap mustremain a national and professional priority and commitment… The report she usesto back up her beliefs is Achievement Trap: How America is failing millions ofhigh-achieving students from lower-income families. Donna Ford hypothesized whoand what is to blame for the achievement gap(s)? Wyner hypothesize have we as anation actually set our sights too low on our recent education reforms?    The people thatwere surveyed were low income, high achieving, currently enrolled students inAmerica public and private K-12 schools.

The way the researchers estimated theaverage of that batch was by combining the students observed and sorting thedifferent grades in the Early Childhood Longitudinal Study and NationalEducation Longitudinal Study. The students were then separated by the topquartile performance in courses such as math and reading. Other quartiles werealso surveyed for those students who need improvement in school. Another partthat was collected was post-secondary and graduate school entry and attainment.The steps to “closing the achievement gap is notimpossible, but it is also not an easy or quick fix” (Ford, 2006). Thesesteps can be taken by the educators, policymakers, and families who have adesire to make a difference. The research suggests that educators, researchers,and policymakers need to conduct more research, use data, go beyond proficiencytests, expand access, and raise expectations.

(Ford, 2011, p. 33) 

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