In my last article, I wrote about the racial disparities that have become an unfortunate reality of the US education system. A question I found myself asking after writing about this issue was, “How are these disparities and inequalities measured?” One of the major answers to this is through measuring achievement gaps. But what exactly are achievement gaps, how are they changing, and what can we do to change them for the better?
What are achievement gaps, anyway?
According to the National Assessment of Educational Progress (NAEP), achievement gaps occur when one group of students outperforms another on standardized assessments of achievement. These groups can differ on lots of different planes, like gender, race, or family income. An achievement gap exists when the difference in performance on these assessments is statistically significant, or when the difference is greater than a margin of error could account for. Most of these assessments have to do with student proficiency in core subjects such as reading and math skills. For instance, in 2011, the NAEP recorded a 25 to 26-percent gap between white and Black achievement in grade 8 math.
While there is some debate today about where these gaps came from, some generally agreed upon causes exist. Some of these root causes, like redlining and economic issues, have had generational effects on students across the country. Though we have seen some narrowing of achievement gaps over the last decade, the ways these issues have become ingrained in our systems has made closing achievement gaps both more difficult and more pressing than ever.
The COVID-19 context
For many students and parents, the COVID-19 pandemic has made education feel like entirely uncharted territory. Students accustomed to driving, walking, or riding their bikes to school now sit for hours on end at home, speaking to their teachers and classmates through a screen. Insecurities related to new technology and unreliable internet compound economic and social pressures already placed on families by COVID. Teachers and administrators across the country are doing their very best to ensure that students do not fall behind, but their efforts might not yield the results we are all hoping for.
Though it is unclear what the impact of COVID-19 will be on student achievement, many are suggesting that the pandemic will exacerbate and widen achievement gaps that have persisted for decades. The Washington Post notes that parents with white collar jobs are able to become instructors from home, while the breadwinners of lower-income families are now branded as essential employees, and must find alternatives for their children’s education. McKinsey & Company estimates that, even in the most optimistic scenarios, all students will experience months worth of learning lost, with Black, Hispanic, and low-income children losing at least three months more than the average white student.
To some extent, the widening of achievement gaps does not come as a surprise when many of our nation’s students and families are so fatigued by the effects of social distancing and remote education. But how can we improve student outcomes and keep our youth engaged in learning?
What can be done to close the achievement gap?
In many ways, the increases in learning lost due to COVID are inevitable. Most students are worried about their home lives, getting the food and shelter they require, and navigating a time when gatherings as simple as playdates and birthday parties pose a serious danger to their communities.
However, many schools are finding innovative ways to make quality education happen during this pandemic. Baker-Butler Elementary in Virginia, for instance, recently won a National Blue Ribbon award from the U.S. Department of Education for their work to reduce achievement gaps over a three year period. Starting in the 2016-17 school year, the school narrowed achievement gaps by 10 percentage points in math. Between 2016-17 and 2018-19, passage rates of reading assessments among economically disadvantaged children increased from 58 percent to 74 percent. Many teachers at the school attribute this achievement to placing emphasis on the student, not the grades they receive.
Now that learning has gone virtual at Baker-Butler, staff has continued their commitment to meeting personally with students to ensure that they are poised to succeed. In anticipation of the 2020-21 school year, teachers held one-on-one meetings with each of their students and their parents. Not only is creating relationships with students a proven way to improve learning, but it is important now more so than ever.
By letting students know that they are heard, understood, and supported, we can work to narrow the gaps that exist in our education system. When students feel that they are getting something out of their education, and that the people around them believe in their success, they become more invested in the system. Time and time again, we have seen that there is a measurable difference in student outcomes when such students feel encouraged by their teachers to grow. In a world that has become increasingly separated, fostering these relationships is a clear route to ensuring student success and closing the achievement gaps that continue to affect students across the United States.
- Exploring Solutions to Generational Illiteracy in the United States - December 23, 2020
- The Impact of Biden’s Education Policy Plans - December 2, 2020
- Responding to Food Insecurity in a Pandemic: How We’re Getting it Right - November 13, 2020