Ad
GreatSchools: The Parents' Guide to K-12 Success
AD
The Achievement Gap: Is Your School Helping All Students Succeed?
Is your school equitably serving all its students? Successful schools have found fair, effective ways to raise the achievement of all.
By Victoria Thorp, GreatSchools.net Staff
Read this article in Spanish.

Many diverse schools experience an "achievement gap," meaning that some groups of students achieve at a much higher level than other groups, especially on standardized tests. It is common to see persistent patterns of

More on GreatSchools.net:

What the No Child Left Behind Law Means for Your Child

Free Tutoring Under the No Child Left Behind Law

underachievement for lower-income, African-American and Hispanic students on standardized test scores. More and more, standardized tests are serving as gatekeepers to a child's academic future. As a result, schools are being asked to close this gap and to help all children reach high standards.

If your school, or the school you are considering for your child, has disparities in outcomes between groups of students, you should look into why this gap exists and what measures the school is taking to close the gap. Schools should strive to create an environment where all children feel valued and all children are learning to high standards. To find out if your school is working to close the achievement gap, schedule a school visit to meet with the principal and observe some classes.

Meeting With the Principal: Questions to Ask about Equity

Here are some questions to ask the principal that will help you assess the school's commitment to helping all children reach high standards:

  • Ask: How are students achieving in the school now? Are there any groups of students that are scoring below others on standardized tests? If so, what is the school doing to address this challenge? Listen for: Exact achievement data for each group of students in the school; specific strategies the school is using (curricular programs, interventions, etc.) to raise the achievement of low-performing students; and concrete, measurable school goals for improving test scores.

  • Ask: How do the teachers hold all children to high expectations and measure progress to ensure that all students are learning? Listen for: Concrete examples of assessments that teachers use to gauge student learning and ways that teachers analyze this assessment data to make sure all students are on track.

  • Ask: How is the school working to close the achievement gap? Are teachers using any new curriculum or instruction? Are they offering extra academic support for students? Listen for: Specific actions the school is taking to raise achievement for low-performing students. Potential actions include: Implementing new teaching strategies that have been proven successful in other schools and providing additional academic support for students, during the school day and after school. Ask how many children take advantage of these resources and how parents are notified about this extra help.

  • Ask: Do all students have equal access to the most challenging classes or are lower-achieving students grouped in remedial programs? Listen for: Evidence that all students have access to high-level courses and enriched curriculum and the school discourages permanent "ability grouping" and remedial programs. If you're not sure, ask to see the demographics of the students in accelerated courses vs. remedial courses.

Walking Around the School: Looking for Signs of Equity

Take a walk around the school, visiting classrooms and observing the surroundings. As you walk, keep an eye out for some of the following signs that this school is striving to be equitable for all students:

  • Teachers using a variety of instructional strategies, including cooperative learning (students working in groups) and directed lessons to meet the learning needs of the students. Watch to see if students look engaged in the lessons and if the purpose of the lesson is clear.
  • Artwork and decorations, both in the hallways and in classrooms, that value and affirm the culture, language and backgrounds of the students.
  • Evidence that the school makes an effort to communicate with parents through their home language and encourages parents of all ethnic and cultural groups to participate in the school.
  • Accommodations for students with physical handicaps to access all parts of the school.

It may take years for a school to reverse historical trends of underachievement and inequity. The key is to look and listen for evidence that the school is aware of its challenges and is working actively to raise the achievement of all students.

Updated January 2006

Email us your feedback
Name (optional):   

Email (optional):    

Yes, I agree to the GreatSchools Terms of Use and give GreatSchools permission to post my comments for other parents to read. Note: Your email address is required if you would like a response from GreatSchools.net.
Comments From GreatSchools.net Users
05/12/2008:
"I went to Osage in the 1970,s, my class being the first kindergarten class, we graduated eight grade with about eight kids, most from the start, we had an excellent education, our biggest fear was going to a big school, out of our class, we had one that made validactorian and we all adhysted well, small schools are great, Mrs, Francis Ritter was great as they all were and still are, Mrs. Rogers teaches first grade and is one of the most patient, kind, and determined to teach your child, aa the ones that I amaware of are still there, Mrs. Pierce is still there and the amazing thing is that thenew teachers went to this school and chose to come back, I can see why it is a GREAT SCHOOL, small schools may shelter a child but that is good in my view as any chuld needs all the sheltering they can get but be aware things. permit: on name: amanda christmann stogsdill recaptcha_challenge_field: 027EBd6VrYeaNAUctw7n0EIPDS5XYwDOSVoDaurFIQYTyP_Y0Au87YC4f93adpwb61U37CHURlcvGwPW_RkdJBwNV-Gmb7uFxl-cyTTQ8hQa7qq495D8OZTfatvnqeQJIwpVDUdU08p5m5_IJp_L9XgeTn0HLZW51JoJp3PEFpXQRFTZ4EAwMD captchaResponse: Claude bitter state: OK"
05/12/2008:
"Every student arrives at school with a different amount of innate ability, often called IQ. If the school is challenging each and every child to perform to the best of his or her ability, then the achievement gap between high and low IQ students should increase each and every year. If it doesn't increase the school isn't doing its job. People like the author want to close the achievement gap by setting up an obstacle course for the brighter students, i.e., no “ability grouping.� Unfortunately the author's views are widespread, and the only way to get a decent education for a bright child is to find a private school or a school where the overall achievement level is quite high. permit: on name: recaptcha_challenge_field: 02ID-NXoNQmmTUJhxnkxLaS98CT-VT5wbptr2BCdnKKVh98zAGhfrV9MmNqB4qTv0bPR3JW-D3tBtj5TY24Wg6kYpfU8ZUHB0qrpUBHAR6EwzjTIFMELtoBLFKifvLwdiPOyDqhWzolJ2AA32AW7VkI7ScougQnrO5wJrlQffu5Bl10cG0AwMD captchaResponse: Commissioners Hines state: KY"
05/8/2008:
"My daughter was accepted in the AVID program for next school year 2008-09 (9th grade) here in Orlando. I don't want her to loose this opportunity and since I will be moving to West Palm Beach during the summer, I need to know if you have this program, thank you, regards"
05/6/2008:
"I think NCLB should be revisited and reworked as to getting the best effective method working for the students."
05/2/2008:
"'Do all students have equal access to the most challenging classes or are lower-achieving students grouped in remedial programs?' Why would you place low-achieving students in the most challenging classes? That educational philosophy is what keeps us sending our children to private schools; so they will not be held back. We have found that the success rate of children at private schools who are not high achievers is still very good because of parental involvement being very high. The parents make the sacrifice of ensuring their kids are keeping up. Expectations are high for everyone, and we have never felt our children were being held back, even though our son is a very high achiever. Lowering expectations is certainly not the answer to higher achievement for kids."
04/7/2008:
"For those replies that share how their children are being held back from learning because they are at an advanced learning level … we should be concerned with the children who are falling behind as well. I have two children – the older who has been in Student Council since third grade of which five years he was President. The other year he was not eligible until he had a year of attendance at the middle school. He is a straight A student. He has been given the opportunity to attend many free Leadership camps because of his abilities. There are classes at the schools he has attended that have certain advanced classes for those kids ahead of the “proficient” kids. My younger son is just as bright as my older son, but he has a learning disability called “ADHD” Attention Deficit Hyperactivity Disorder. The teachers do not know how to teach these kids. I’ve sent many suggestions to the principle, but never get any solutions/changes on how they can address it. Probably because ! they are trying to deal with all the many types of learning abilities each child has. There are amazingly more children than I thought that are going through the same thing. I don’t leave it up to the school to help my son, because it is not there for him. I keep in constant contact with the teachers regarding homework, grades, etc. They are always very helpful – but don’t know how to cope with my son’s disability – sometimes I don’t either. Most of his work is done outside of school because he has a hard time focusing and being organized while he is in school. So, in actuality, he puts in eight hours at school and then many nights up to 2-3 hours at home instead of taking a break away from school. Eventually he gets behind and gets frustrated and pretty much gives up. Learning comes very easy for my older son and my younger son is working very hard to try to be like him someday. Respectfully submitted."
04/2/2008:
"As a teacher and a parent, I must agree and disagree. I am very concerned that all children are held to high standards. But I do not believe it is fair to students who struggle in basic classes to be put into advanced classes. It is not fair to the advanced students to have to accommodate struggling students in advanced classes just in the name of equity. My son spends hours upon hours in his fifth grade class (the only 5th grade class in a rural school) waiting for the 'slower' students to catch up before he can proceed. 'No Child Left Behind' means my child too. He's being left behind in that his potential is being hung out to dry in the classroom. No amount of education I do at home can overcome the hours of boredom he spends waiting to learn something challenging. ....I wish I could get an accounting of all the hours of his young life wasted waiting for other students to span the 'gap' he has worked very hard to cross long before anyone else ever got there."
03/28/2008:
"I'm waiting for a No Child Held Back law. "
03/17/2008:
"I'm a mother of an overacheiving 7 year old. He is currently enrolled in an immersion prograqm and his biggest problem is bordem. He was one of 58 children out of 800-1000 chosen for this program. I went through this process for him because i knew he was advanced at a young age and needed a challenge. what are schools, and which, are doing anything to help the kids that are advanced. the children who are falling behind get all the attention and help from schools and government but how is anyone really doing anything for the children who will become president, astrounauts,doctors and nobel prize winners? the children who are behind do deserve attention but are they not becoming the standard? some children have the desire to learn and are not supported by the schools because we are so concerned with the ones who dont get it. these children are not going to change the world, are not going to cure cancer, or even begin to bring about world peace. there are a lot of chilren w! ho have that potential and the schools need to tap that potential. parents can only do so much. the kids spend most of their time at school. If i keep teaching my son at home the way weve been doing he will only be further advanced and increasingly more bored at school? what is your suggestion?"
03/5/2008:
"Why is it that a child has to be on free or reduced lunches to get approved for free tutoring? I don't understand the relationship. My child goes to a school in Kentucky. I tried having him held back to repeat kindergarten since he was unable to sound out a word. They would not allow me to do this. He was 4 when he started school and now that we are almost done with first grade he is reading at a beginning kindergarten level. (I have had him tested for any and all learning disabilities from both a learning center and a child psychologist. ) Tutoring to catch him up is estimated to be over $8000. We pay for lunch.....that does not mean we can afford tutoring too! Furthermore, the school has ever intention of passing him on to 2nd grade. This no child left behind may be what it says, however my child has been LEFT out when it comes to getting a quaility education"
02/27/2008:
"As the Coordinator of Parent & Community Involvement Programs, I simply must state that this is exactly the type of information parents and community members should be receiving. The Achievement Gap cannot be the responsibility of the schools alone . . . We must all work towards moving this agenda and supporting student achievement by all students. This is a excellent article and I will be adding it to my teaching resources for parents, honestly, parents cannot teach what they do not know; further they cannot evaluate areas of public education with the tools to do so . . . Thank you for this outstanding article. Keep more like these coming forward. We need them to enable our parents and caregivers. In the end our children all win!"
10/11/2007:
"We took our daughter out of her local public school because so much time was spent 'closing the achievement gap.' This meant that our bright first grader had to sit around and wait for others to catch up with her and waste her day.Luckily we found the Florida Virtual Academy. Florida Virtual Academy has allowed her to progress at an advanced level and not wait for others. We really don't care what other children in her school are doing now. I know her curriculum focuses on what is the right level for her . Closing the achievement gap is hindering advanced children and it's time for schools to realize this. "
10/3/2007:
"My grandson is doing well, but this year in 3rd grade his teacher does not give him homework that is his level work. This school has a new principal and the school is not up to it's standards."
09/27/2007:
"I only pray that this does not affect the standard for a higher education. Recently I have spoke to a high school teacher who is changing the way she grades in order to achieve a lower percentage of failure? She mentioned that several lower rating schools are using this to attain more a passing grade... this is not the way it should be, we should have our teacher find the best way to teach so the children understand, not change the grading to help school and class scores for under achievers. If as you say this is acredited, Hispanics and African Americans achieve at a lower standard, get the families involved!!! I work,I'm a mother, a bookkeeper, a house cleaner, a cook, a driver to the schol funtions, my husband works 60+ hours a week and we still make time for the children, if not we find out how and when they can attend classes, group functions or tutoring for their needs. Families of these under achieving students 'MUST' help their children!!! They need to be contacted and made responsible for their children, they must not take the “I don’t care scenario”, “I have no time” or “I don’t understand”... We must make the families and their children responsible; they are the future of our nation. This will help improve our schools, not changing the grading system! In the past years, we as Americans have lost to most all the other countries in attaining a higher level of education, what’s next? America as awhole becomes 'UNDERACHEIVERS!' this would be a said day in America..."
09/27/2007:
"My son has just entered kindergarden. We chose a house near his new school due to all the great parent reviews and Great School's rating. Each child in his class was tested the first week to see where they were compared to the rest of the class. They have a special needs child in the class with them, and the guidance counselor in addition to the special intervention teacher come in to help the children accept and assist the children integrate with the special needs child. The lesson is 'everyone learns differently'. I have been very impressed with the empathy and inclusiveness that the school's staff has elicited. I hope that this continues in the year's to come. "
09/27/2007:
"Have you NOT read the GreatScores rating details for various schools? Look at the scores for individual demographic breakdowns. Even lower-rated schools are rated high (usually 10) for academically gifted, children whose parents are well-educated, and children who don't qualify for free lunch programs (i.e. they aren't poor). It would appear that no matter what the school does, if the parents are poor or uneducated the student is likely to struggle. Lesson? It ain't the school, folks - it's YOU as parents that make the difference. "
09/4/2007:
"Special Education is pathetic in New York State. Every year my daughter falls further and further behind because of the education she is receiving. No one cares because my school district is not a failing school district to all the students but many students are falling through the cracks. What is a parent to do when special education is not helping but hindering?? "
10/5/2006:
"We live in Missouri. How many times can a child be held back especially if this child has been held back once. He has been diagnosed just recently with a neurological disorder. "
08/17/2006:
"I have a son who is 11 and has been thrown out of elementary and middle school because he has a behavior problem.He has been misdiagnosed with bipolar and now the doctors say he is odd not bipolar.I relized after schools find out your child has a disability they are not accepted the same as other children who dont have a disability.they just want to hurry and get him out of school.he has missed 3 grades of learning because they dont want to deal with his disability.They seem more worried about his behavior then with his academics.He was placed in a behavior modification school for his behavior where he is doing good, behavior wise but as far as learning he is now three grades behind.I am trying to get him back to his regular school where he can learn,but i feel the school dont want him back.They dont want to give my child a chance to do good and I feel its because they hold his disability against him and feel he won't do wellin a normal school.I hope we are doing the right t! hing by trying to get him back to his regular school.I am so fustrated with the way this school is treating my son."
05/4/2006:
"This is a good article; however, it doesn't address the situation in the Juvenile Court schools in Alameda County where there are no API. Your site shows that the data are 'NA' because there were not sufficient (11) scores. How can the school get away with that? This is the third year they have not tested their students. When I have asked the county office of education why, they refuse to answer."
05/1/2006:
"Iam seeking info Re schools in NJ THAT adresses the academically talented African Male 13-14 years, who needs to be in a academic enviroment that affirms his culture, values and challenges him."
05/1/2006:
"As far as I know, the teachers are now overwelming the students with everything they didn't do during the year. They are cramming them within the last month with projects and reports and tests that probably should have been done way before now! Largo High School get your act together. How can you do this to your students????????????????????"
04/28/2006:
"Before you look at the schools and teachers, look in the mirror. Ask yourself, am I as a parent working for my childs success in school. Am I demanding success from my child. Am I as a parent, partcipating in the education of my child. Do I demand reading at home. Do I demand homework before play. Do I enforce bedtimes on school nights. Do I send signals to my child that school is important. Just a parent who is the one responsible for my childs education. Richard "
06/21/2005:
">From Florida: The NCLB also has at the end a SAFE SCHOOL paragraph. They are supposed to sign an agreement with the State that they will not let children 'get hurt'. In agreement with CA. - my son loved school. He is very bright, my daughter tests GT every year and read High school level at age 10. Unfortunately they both are diagnosed with ADHD/ADD. They need accomodations yet are GT. My son was so extremely, physically bullied he was to the verge of suicide. Did the teacher, principal, VP, ANYONE do anything? NO!! They blamed it on him and tried to hide it. They have no one to really report to. They have hidden these statistics. I'm trying to enlighten the school district but they don't want to hear either. It leaves 'marks' against the school when other parents are checking. I am ashamed of the job the teachers (the ones I have been involved with) and the principals and the school district have not taken the initiative to conduct themselves as mature adults only caring about their re! putation, not the child and what that child lives with the rest of his/her life. The charter school we attended was the WORST! They figure they have no responsibility to provide any help for IDEA, 504, IEP's. They say they don't have the funding, but are funded both federally and privately. Where is all the money really going then? I'm seriously thinking about just packing up and returning to MD. But of course the school they have to attend (be bussed to) is not a very good school. "
09/10/2004:
"I just returned from a meeting with the principal of the charter school my son has been attending for 2 1/2 years. The charter school has two campuses one for regular day students and the other for remedial students. The remedial students do not have access to any artistically enriching courses at their campus. In order for the school to meet it's accreditation requirements- or perhaps it's improvements- it is forceably transferring the low achieving remedial students and those who are short the required credits for graduation to alternative (continuation type) schools. They are then transferring IN higher achieving remedial students in those students' place to look good on paper. I seriously doubt that this is what the NO Child Left Behind Act was intended for- but it has a serious flaw that is being abused at our children's expense. "
06/8/2004:
"How do you suppose a school or a teacher is going to close the gap? It is no ones fault that children learn at different paces , some slower than others, some way faster. Money has nothing to do with one childs ability to learn or grasp subjects faster than the next. Every child is different. My so has ADHD and strugles every day! He has been held back so many times now that he is still in 3rd grade at the age of 11!!! How in the world can the school system let this happen? I have been to so many meetings with teachers, principals, councelers, doctors..... the list goes on, that I am fed up. My son IS LEFT BEHIND! I hope that he has a better mind set than some teens in a few years or I fear he will quit school. As it stands now, IF he graduates high school, he will be 20 or 21 years old. Well, let me put it differently...If you judged every diamond as the same, who could afford one! "
09/9/2003:
"From Union Cty, NJ. Several points: 1)Agree, the achievement gap must address the needs of advanced children. Children s/b tested to determine readiness for Kinder regardless of their birthday. 2) Teachers should be tested for subject matter. Too many certified elementary teachers today(many I grew up with) are clueless (okay,'limited') in the areas of Math and Science which are as essential to Teaching as are Child Psych and Sociology. They lack the foresight('theory') to teach basic subject skills with a methodology that teaches the student how to apply the basics in later years' lessons. If parents are to be held accountable for consistent support and motivation within the home, then teachers must be held accountable for knowledge of subject matter at the school. Parents can then support and help their children with homework and assignments - not be expected to teach the subjects. The school should provide the educational tools and explain how to use them. "
07/9/2003:
"It is ironic (or self-filling) when Victoria Thorp poses the theoretical question: “….If your school, or the school you are considering for your child, has disparities in outcomes between groups of students, you should look into why this gap exists and what measures the school is taking to close the gap…...” Okay, has anyone else noticed the paradox? I believe that the inequity she was referring to was with those students who are “not making the mark.” Yet, every response has been in regards to the “gifted student” disparity. As a mother of two gifted girls, (Lord help me) I am aware of the shortcomings their public school may be providing. Is it a coincidence that parents of bright children are reading this site? Do you believe that the majority of the parents of children who are failing to thrive in school are online and reading sites such as GreatSchools.net? Let ’s face it, you reap what you sow! The question should not be “why this gap exists,” rather, “how can we deal with this growing disparity, (that will continue to prevail) to make school equitable for all- on both ends? I did not play classical music to my growing babies inutero. I specifically looked for a pre-school that emphasized play rather than rote learning of the alphabet. They turned out bright despite the early years of play. Let’ s face it, we are bestowing a more complex, crowded, and stressed world to the next generation- Shouldn’t we grant them the gift of knowing how to laugh, play and deal with anxieties through recreation? The competitive emphasis of bringing up the ‘brightest-most athletic-best-looking child’ will backfire- even if it’s only in their guilt for not living up to their parents “perfect child” scenario. Disparity in schools, and the teaching of children, does not exists in the 21st century because of the color of students skin; rather, the emphasis that the parents bestow on their children. You reap what you sow. Not always the case of course, but a general rule in education for sure. "
07/8/2003:
"The best teacher is the home. Parents have to help the schools by both participating in and supervising homework. I'm a teacher and I put in 2-3 hours every night with my own children. That is a 14 year commitment per kid. Plus music lessons, gymnastic and swim lessons. Plus weekly visits to the public library and lots of reading out loud and being read to. If you say that learning is up to the school system and the teacher, you have doomed your children to failure. My kids graduated from the UC system: one is in med school with a free ride and the other is an MBA working for Hewlett Packard. You get those results through your hard work supporting the schools and your children. Only a handful of children (10, maybe) out of a class of 600 can achieve on their own. 40% of all Asian kids graduate from college- it is support from home that makes the difference. 26% of 'white' children graduate from college and a very small amount of blacks and Hispanics. It is that support from home that is crucial. Whether a school is public or private doesn't make much difference, it is the home that counts. "
06/5/2003:
"Just as our children are 'in the trenches' every day fighting the educational battle, we parents also need to do all we can to educate ourselves. That may include reading, participating in parent support organizations, and providing our children with extra work at home. I had no idea that getting a child into a GTC (gifted, talented, creative) program could be such a struggle. Wow! What an eye opener that experience was. My daughter has just begun to share how difficult being part of the gifted population can be. She is only 10. I do all I can to support her intelligence. Sometimes I read far into the night just to learn more about where she may be headed in life. We are fortunate that the school system where she is a student offers advanced classes in Math and Reading. She will also need more challenging curriculum in other areas. She scores at the 99th percentile on all academic tests. Even though I requested that my daughter be evaluated for the advanced program at the very beginning of the school year, the actual placement did not occur until 6 weeks before the end of the school year -- talk about a frustrated child. In reading the notes above, I know that others of you understand the challenges that attend raising a gifted child. Working within the school system can be aggravating and rewarding. I want my daughter to be happy. She may not 'fit in' until she is in college, so my husband (who has his PhD) and I engage her in adult conversations, play unusual board and card games with her, and work to help her also sometimes just be a little girl. Our children have the intellect to be unusual people, but they may need us, our parents, to be their voices. "
tracker