The achievement gap between white and non-white students: a conceptual

Sumario en espanol

En este artículo, nosotros analizamos por delante de y presentamos estudios de investigación en los que investigadores revisaron diferencias en el logro académico entre estudiantes que fueron Blancos y de color (es decir, específicamente hispano o los estudiantes designaron como inglés Limitado Capaz). Como anticipado, la mayoría de los investigadores cuyos estudios fueron analizados informó que estudiantes Blancos superaron todos los otros grupos de estudiantes minoritarios en todos los medidas estandarizadas de logro, a excepción de estudiantes norteamericanos asiáticos que superaron a estudiantes Blancos en todo el académico las pruebas estandarizadas y en todos los niveles de grado. El hecho concomitante con los estudios de vacío de logro, una armazón teórica por que el vacío de logro puede ser comprendido fue presente. Por último, las implicaciones para el personal de la escuela, el gasto monetario, y las aulas fueron proporcionados.

Introduction

Discussed in this conceptual analysis were the results of numerous studies in which the achievement gap and related variables were analyzed. Educational equity in elementary schools, in particular, where the educational process begins for all students was discussed. Also demonstrated was the continued presence of an achievement gap among Whites, non-Whites, and students with a label of Limited English Proficient, regardless of the accountability mandated by the NCLB Act. Researchers who analyzed data from pre-kindergarten through high school have repeatedly documented the academic achievement discrepancies between and among White, non-White, and students with a label of Limited English Proficient. Regardless of additional money, resources, and qualified personnel, minority studies are performing much more poorly than their White counterparts. We hope that, through this article, we have provided an overview of the empirical research in a way that will assist policy makers, administrators, and educators in making cognizant resolutions regarding the minimization of the achievement gap. Specific subheadings in this conceptual analysis were: Equity; Hispanics and Students with a Label of Limited English Proficient; Achievement Gap; Achievement Gap and Teachers; Achievement Gap, Early Childhood Education, and Literacy; Achievement Gap and Monetary Spending; and Achievement Gap Among Whites, Non-Whites, or Students with LEP.