This study investigates the achievement gap and the
inequalities in precisely gifted education. In this article, the gaps are in
view of ethnicity, financial status, race, sex, and disability. Her purpose to
conduct this research is to reach others (i.e. educators, policymakers, and
families). There are approximately 3.4 million K-12 students who live below the
poverty line who rank in the top quartile academically (Ford, 2011, p. 33).

Donna Ford states that closing the achievement gap must
remain a national and professional priority and commitment… The report she uses
to back up her beliefs is Achievement Trap: How America is failing millions of
high-achieving students from lower-income families. Donna Ford hypothesized who
and what is to blame for the achievement gap(s)? Wyner hypothesize have we as a
nation actually set our sights too low on our recent education reforms?

    The people that
were surveyed were low income, high achieving, currently enrolled students in
America public and private K-12 schools. The way the researchers estimated the
average of that batch was by combining the students observed and sorting the
different grades in the Early Childhood Longitudinal Study and National
Education Longitudinal Study. The students were then separated by the top
quartile performance in courses such as math and reading. Other quartiles were
also surveyed for those students who need improvement in school. Another part
that was collected was post-secondary and graduate school entry and attainment.

The steps to “closing the achievement gap is not
impossible, but it is also not an easy or quick fix” (Ford, 2006). These
steps can be taken by the educators, policymakers, and families who have a
desire to make a difference. The research suggests that educators, researchers,
and policymakers need to conduct more research, use data, go beyond proficiency
tests, expand access, and raise expectations. (Ford, 2011, p. 33) 

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