Gender and the Achievement Gap

The achievement gap based on gender has been focused on in recent years highlighting the gap between male and female achievement in math and science, with females lagging behind. Now, a lot of research has been focused on males lagging behind females in reading and writing.

Research states that females outperform males in reading and writing at all grade levels. Recently math test scores in fourth grade showed a gap with males performing higher than females, but it also showed a much smaller gap in 8^th and 12^th grade.

College is made of mostly females (54%), which is evidenced by female enrollment in college preparatory classes more than males while in high school. Males are also more likely to dropout of high school. Across all ethnic groups, except Asian Americans, females were more apt to attend and complete college than males. Males are also more likely to be diagnosed with a reading disability than females while in school.

Females enter school with better literacy skills and the gap increases slightly during the kindergarten year. Some studies indicated that females performed better at word recognition and comprehension tasks. Teacher characteristics were found to contribute to the size of the gap in comprehension. Students of female teachers and those with more years of pre-service training showed smaller gender differences.

Difference in approaches to learning among young children contributes to the gender gap. Young males were rated by teachers as using fewer effective learning strategies and these lower ratings were associated with lower gains in literacy skills during kindergarten. In early childhood, males and females had similar attitudes toward reading, yet, the achievement gap in literacy increases throughout elementary school. This trend may reflect the fact that boys reading interests were not being addressed in school. Boys reported disliking the kinds of things that they had to read for school and preferring magazines and adventure and scary stories. One study showed that high interest reading materials was associated with improved reading performance in boys.

Gender differences are found not only in school, but also in the workforce. It is common knowledge that males and females in the same position with the same education make different salaries most often. Males are known to make more money and hold more superior roles, especially in the business field. Most research attributes this gap to competition, stating that males are more competitive than females, which drives them to excel. Cotton (2010) discovered that males outperform females on the first round of a timed test when told that it was a race. After the first round, the next four rounds, there was absolutely no evidence of males performing better than similar ability females. In fact, there was some evidence that males may perform worse than females in later periods, therefore discrediting the fact that males make more money because they do better in a competitive setting.

An article written by Willingham (2009) called “Is it True that Some People Just Can’t Do Math?” explained that most differences in math are seen across different countries and when looked at closer, all individuals are capable of being successful in math and science, but that the approach to teaching it has to change. He states that to learn math, you need three types of knowledge: factual, procedural and conceptual. He highlights five suggestions for teachers: 1) Think carefully about how to cultivate conceptual knowledge, and find an analogy that can be used across topics, 2) In cultivating greater conceptual knowledge, don’t sacrifice procedural or factual knowledge, 3) In teaching procedural and factual knowledge, ensure that students get to automaticity, 4) Choose a curriculum that supports conceptual knowledge, and 5) Don’t let it pass when a student says “I’m just not good at math”.

Willingham suggests that allowing students, mostly females, to say they are not good at math is teaching them that it is socially acceptable to not do well in math because of your gender. Willingham claims that this is not true and that it falls in the teachers’ hands to discredit these beliefs and show the child that they CAN do math!

Closing the Achievement Gap

The achievement gap refers to the disparity among performance on various educational measures among groups of students defined by gender, race, intellectual ability and socioeconomic status. Examples of these educational measures include standardized tests, dropout rates, graduation rates, etc. It is hypothesized that the achievement gap is caused by a combination of in-school factors and home/community factors. Various educational reforms, such as No Child Left Behind (NCLB), attempt to tackle the achievement gap. However, educational reforms such as NCLB, which have primarily targeted issues present in schools, have been unsuccessful in achieving this goal. Therefore, the question of how to narrow the achievement gap remains to be answered.

The abilities of the rich and poor are inevitably affected by the culture and environment in which they grew up. According to Joseph Murphy in “Closing achievement gaps: Lessons from the last 15 years,” children from disadvantaged, poor backgrounds often begin their educational careers at a disadvantage. Differences among racial and cultural factors may also be socioeconomically driven. Poor families lack stability, and access to not only educational resources, but also resources that are necessary to live. Children from low-socioeconomic backgrounds may live in single-parent households, which may also negatively impact their schoolwork because of the lack of time a parent has to help that child with schoolwork. Parenting duties such as assisting with schoolwork become especially difficult when the parent is the sole provider for his/her family. Students who are fortunate enough to be able to go home to parents or caregivers that are able and willing to help with homework, and are involved in their schooling, are better equipped to succeed in school. Each of these deficits impacts the educational experience of children, thus contributes to the achievement gap. But can these issues really be “fixed?”

In her article entitled, “Can we talk? Discussions about race may be a key to closing the achievement gap,” Kristi Garrett says that measures of academic success separating students of color from their white and Asian peers have not dissipated, despite educational efforts intending to do so. She poses interesting questions that spark much thought, including why, in a society that banned racial segregation in school, black students continually score well below their white counterparts. Although discussions about race and racism are often discouraged as issues relating to the achievement gap, Garrett believes that, “the only way to root out systemic racist attitudes and practices is to explore the ways race has shaped a person’s own opportunities and beliefs—often at a subconscious level.” She goes on to say that she believes the foundation of that understanding relates to the awareness of “white privilege.”

But my question is this: does the understanding of “white privilege” take into account the white children that come from socioeconomically disadvantaged backgrounds, who are inevitably part of the lower end of school achievement? In my opinion, race issues do not tell the whole story of the achievement gap that is ever present in our society. Before we can tackle these issues in the educational realm, we need to develop ways of understanding the culture and backgrounds of low achieving students and their families. If they do not have the things that they need at home, the chances of them even caring about succeeding in school is slim. School leaders need to reach out into the community to determine the needs that exist, before tackling issues involving the achievement gap in schools.

Brain Based Research

Brain-based research focuses on how the brain naturally learns to create effective instruction using current research from neuroscience. It is primarily based on what we currently know about the actual structure and function of the human brain at varying developmental stages, as stated by Dr. Leslie Wilson from the University of Wisconsin-Stevens Point. Brain-based research has proven that traditional methods of teaching can discourage and even ignore our brain’s natural learning processes. This research has impacted education in several ways through curriculum, instruction, and assessment.

Educational research based upon how the brain processes information has directly impacted education. First, research has shown that when teachers design learning around student interest, learning is made contextual. Next, it also states how educators should encourage students to work in teams and structure learning around real problems, even allowing students to learn in settings outside the classroom, such as on a field trip. This directly impacts curriculum and instruction. Lastly, assessments should be varied and portfolios are encouraged as they provide a means for reflective improvement and self-assessment.

Brain-based learning has also proven that how the brain works significantly impacts the types of learning activities that will be most effective. Orchestrated immersion, relaxed alertness, and active processing are three instructional techniques, which have been associated with brain-based learning. Orchestrated immersion states that teachers should create learning environments that fully immerse students in an educational experience, such as building a rainforest in the classroom filled with stuffed animals and paper trees that reach to the ceiling or taking students to a forest to study animal tracks in the snow. Relaxed alertness focuses on eliminating any fears in learners, while preserving a highly challenging environment. Teachers should strive to have a positive learning environment where students feel safe and are encouraged to learn. Educators may play classical music to set a relaxed tone when appropriate or dim bright lights. Finally, active processing enables a student to gain insight about a problem through intensive analysis and through making connections to prior learning. This enables students to have a deeper understanding and then use this information in real life situations.

Brain-based learning has many benefits in creating effective instruction that many teachers utilize already. To begin with, it allows students to be exposed to a hands-on learning approach where they are fully immersed in their educational experience. It also allows students to work in a highly challenging, safe, and positive environment. Lastly, since each brain is unique, we know is it best to have multiple means of assessments and differentiated instruction, which focus on a students own learning styles and preferences.

While brain-based research has numerous benefits in creating effective instruction, there are also some drawbacks. First, many teachers may have a difficult time meeting state standards if they spend too much time immersing their students in one particular subject. It can also be difficult for teachers to find the time, funding, and materials to turn their classroom into a rainforest or take their students on a field trip due to budget cuts. Brain-based learning also seems to work best with smaller class sizes and motivated students. Larger class sizes with several unmotivated students could make it difficult for educators to have a brain-based learning classroom.

Research has proven that through brain-based research, various teaching strategies can lead to more effective instruction in the classroom. Through a balance of hands-on instruction, differentiation, student collaboration, and real-life examples, students can reach their full potential and learn based on how their brain naturally functions.

Homeschooling

Homeschooling

     Homeschooling, educating children other than in a traditional classroom setting, is a practice that has increased throughout the country. One study provides evidence that the number of parents homeschooling their children grows 5 to 12 percent every year. The study conducted by the National Home Education Research Institute (NHERI), also estimates that between the years 2007-2008, 2 million children in grades kindergarten through twelfth were homeschooled. Even with increased numbers, families who choose to home-school their children remain in the minority and many misconceptions about homeschooling remain (http://school.familyeducation..com/home-schooling/parenting/29861.html).

     There is not a “typical homeschooler” or one reason why parents choose to home-school their children. Many parents are able to effectively educate their children in the home environment even if they are not college educated or a professional teacher. The Home Legal Defense Association recently published findings that showed homeschoolers outscoring their same-aged peers on standardized tests. In addition, a significant number of homeschoolers graduated from college, were involved in their local community and were active in politics. The study also showed that more than 90 percent of children who were homeschooled were happy they were homeschooled and over 80 percent plan to home-school their own children (http://successful-homeschooling.com/homeschooling-facts.html).

    Laws concerning homeschooling are specific to each state. In New Jersey, there is no home school statute.  The law referenced allowing homeschooling is New Jersey Statutes Annotated 18A:38-25.   As stated, a child between the ages of 6 and 16 must attend a public school “…or receive equivalent instruction elsewhere than school.”  Parents who home-school their children are charged with “the burden of proof” that they are providing an adequate and equal education for their child/children.  School policies on homeschooling differ as well although parents are not required by law to notify their local public school district that they are homeschooling their children and generally are not required to maintain records or provide documentation such as test scores.

     As with all educational issues, there are perceived benefits and drawbacks to homeschooling.  Benefits for parents who home-school their children include having overall control in their child’s education experience and being able to provide truly individualized instruction. Parents choose the curriculum and how it is delivered. They also have added control over negative influences that are often prevalent in a public school setting. Homeschooling allows for more family interaction and cooperation as well as the opportunity to convey family values throughout the educational process (http://school.familyeducation.com/home-schooling/parenting/29861.html).

     There are also drawbacks to homeschooling including time and financial constraints. Parents who make the choice to be solely responsible for their child’s education expend a lot of time and energy. For the majority of the day, parents are with their children.  Typically, families who home-school their children only have one outside income. They continue to pay local taxes even though their children are not being educated in the public school system. Another drawback involves extracurricular activities. Parents must actively search for outside activities and social opportunities for their children. Younger children are often able to participate in community activities such as sports; however, teenagers usually do not have as many options, especially on a competitive level.   

     According to one parent who home-schools her five children, ages 6 to 17, the reason she began homeschooling 3 years ago was educational flexibility. She also felt that her children were not successful in their local public school. Homeschooling allows her to teach her children curriculum based on their individual interests, learning abilities and learning style. She explored numerous home school programs available that provided curriculum, detailed lesson plans and instructional guides in all major subjects.  Her family is not bound to a set time schedule or school calendar. Although this parent feels it is important that her children begin their instruction the same time each day, the length of the school day depends on their daily tasks and activities. Very important to her and many families, homeschooling allows for an integration of faith; which is not possible in the public school setting. Another important benefit is positive family interaction and cooperative learning homeschooling facilitates. Her children have developed closer relationships because they learn together and help each with their school work (similar to the old fashion “one-room school house”).

     The largest drawback for this parent is that she is “exhausted and has no life.” Her husband works 13 hours a day outside of the home and is not directly involved with the home instruction, although he is very supportive. She also works one day a week outside of the home as an occupational therapist. In addition to planning instruction in the home, this parent and her children attend a co-op once a week with other families who home-school. Her children’s social interaction is primarily with each other and with members of their church community.

     Homeschooling is certainly not for everyone. Parents who decide to home-school their children do so for various reasons. One thing is certain, homeschooling is a trend that is growing each year and offers another educational alternative for parents.

7 Effective New Trends for District Professional Development

Handout for Curriculum Implementation Class

So, when was the last time you’ve heard a school administrator say, “Wow! I can’t believe I have all this money to spend on professional development!”? Despite shrinking budgets and spiraling costs, school administrators are dramatically altering the structure of professional development in their districts…and they are getting positive results. Here are seven ways how that is happening:

1. In-house Training – Instead of sending a team of teachers out of district for trainings, administrators bring trainers into the district. Doing so, they train 25 teachers for about the cost of eight teachers sent out of district. Administrators can also choose professional development dates that are convenient for the district and they can customize offerings that might otherwise have been presented in a one-size-fits-all fashion.

2. Consortium Building – When in-house training is too pricey, some self-assertive administrators slash costs by creating consortiums with neighboring districts. Some administrators make arrangements where costs are split evenly; others agree to having each district pay per seat occupied.

3. On-going & Systemic Training – Rather than filling professional days with many trainers covering a variety of topics, administrators are turning to data driven decision making, focusing deeply on fewer areas. Administrators then create communities of learners by having presenters make multiple visits across the school year to review and expand upon focal areas with their team of participants.

4. Mentor Coaches – While districts are moving towards on-going, in-house professional development, presenters are increasingly being expected to walk-the-walk. It is not unusual to find presenters moving from classroom to classroom observing, coaching, and even modeling techniques directly with students. One added benefit to this method of professional development is that any day of the school year can become a training day, at little or no disruption to the instructional schedule and with no substitute teacher expenses.

5. On-line Training – Another way administrators avoid substitute teacher expenses and disruptions to the instructional schedule is by offering on-line workshop and college course opportunities. Most of these trainings are not held live, which means that they can be accessed anywhere and at times that are convenient to the participant, such as at home during evenings or weekends.

6. Teaching Academies – Many administrators will agree that expertise can be found from within the ranks of the district staff. Six southern NJ counties have adopted this belief with the creation of Teaching and Learning Academies. These academies are created and governed by teachers, for teachers. Professional development opportunities are offered through quarterly meetings and a wealth of resources are available on the Academy website: http://www.southjerseyacademy.com/.

7. Subcontracting – Perhaps the ultimate professional development commitment comes from districts who subcontract consultants on a full or part-time basis. Districts who cannot afford full-time personnel are using educational agencies to hire reading coaches, ITs, directors and even superintendents of schools. These consultants often come from the ranks of retired administrators and teachers, saving the district and educational agency the cost of benefits.

Separation of Church and State - Michael Martusus

The idea of separation of church and state has been discussed by scholars for over 2000 years. This view came to the forefront in the Western world during the enlightenment period (17th century). The Philosophers of this time period, especially John Locke, will directly influence the founding fathers on this topic when developing the United States constitution. The first major challenge came about when clarifying freedom of religion in the 1st amendment. Our third president Thomas Jefferson wrote a letter in 1802 which he coined the phrase, “Wall of separation between church and state”. This phrase will go hand in hand with many Supreme Court decisions and is still a highly debated topic today with many pros and cons.


The advantages and disadvantages of separation of church and state for U.S. citizens are clearly written in the 1st amendment in our Constitution. These clauses are the Establishment Clause and Free Exercise Clause.

(Pros)
First, the Establishment Clause states that the government shall make no law respecting the establishment of religion. This right has not allowed the government to declare and financially support a national religion. The government must remain neutral towards all religions. This clause will be challenged by state governments throughout the United States history. For example: The Supreme Court case in 1962 of Engel VS. Vitale. The state of New York approved a voluntary prayer at the beginning of each school day. The prayer read as followed: "Almighty God, we acknowledge our dependence upon Thee, and beg Thy blessings upon us, our teachers, and our country." The question arose; does this nondenominational prayer violate the establishment of religious clause of the first amendment? Yes it does. By New York providing this prayer it is supporting an official state religion. If this was accepted in New York what would stop other states from passing their own approved religion. This would be extremely discriminatory towards students of different religious faiths. The government would be able to influence our student’s moral values and their secular views.

Second, banning formal school prayer is a benefit for the student body as a whole. With so many religions practiced in the U.S. and with the various denominational differences a school would not be able to assure a positive spiritual experience for all the attending students. This would create a split in the student body thus hurting the main objectives of the institution which is to educate the students. For example: The social/political climate in the U.S. has changed immensely since the 17th century. The roots of public education started when the Puritans passed legislation in 1642 requiring all children to attend school so they could read and understand the principles of their Christian religion. They wanted to ensure that their children would grow up committed to their religious doctrines. However with today’s diverse population this idea would never be feasible.

Third, public school systems are created for all students and paid for by taxpayers. If a public school supported one religion and allowed prayer in the school the tax payer who is not of that religious sect would not feel obligated to support the school financially. This would affect the school budget, let alone split the parents, the board of education, and the political structure within the municipality. For example: If a public school placed a Christmas tree in the lobby and had the students recite Matthew 1:18-25 (story of Jesus’ birth) the other religious sects (Islam, Jewish, Buddhist, or Hindu) would feel their religious beliefs were not being supported by the educational institution. Thus, their taxes would not be beneficial for their child’s education.

(CONS)
First, the Free Exercise Clause in the Constitution states that the government shall make no law prohibiting the free exercise of religion. This means people can worship their religion without government interference unless it breaks the law. This has become freedom from religion not freedom of religion. To ban school prayer takes away a student’s religious freedom and forces them to act in a manner that is uniform of the institution they are attending. Students lose the freedom to express themselves. This can hinder their education because they are following an institutions way of thought and not their own.

Second, school prayer would benefit students in schools. The public school systems have been decaying over time. This is evident by the alarming rise of drug use, teen pregnancy, school shootings, and the transfer of sexual transmitted diseases among the students. If school prayer was allowed it would help fight theses issues. It would establish a sense of morality within the children. Also, school prayer would address the needs of the whole student. Schools would not just be preparing the students academically but would strengthen values that are taught at their homes and throughout the community.

Third, prayer in school could help students achieve higher on the state tests. If a student is allowed to pray in school it will set their mind at ease. If student’s minds are at ease then they are able to concentrate more with task on hand. With every public school district struggling to achieve AYP this would be a good idea. If a school was allowed to have a school prayer before everyday then students would have the ability to confirm their faith and have a positive outlook for the day. When taking tests a positive attitude can go a long way to passing.

In conclusion, there are many pros and cons with the separation of church and state. Both views can be argued to what is beneficial for the development of for the students in our school systems.

Charter Schools

Dionna D’Ambrosio
Charter School Blog

Charter schools are publicly funded primary or secondary schools that are not obligated to follow the rules, regulations, and statues of other public schools. Each school has implemented a “charter” which explains the accountability for producing certain results, and some schools even provide curriculum for specific fields. Since charter schools are funded by tax dollars they are open and attended by choice and are not allowed to charge tuition. Some of these institutions can be founded as well funded by teachers, parents, private donors, corporations, and activists, some may even be state authorized. Charter schools reflect their founders' varied philosophies, programs, and organizational structures, serving diverse student populations, and continued commitment to improving public education.

There are many members of society that are dissatisfied with education and public school districts, so supporters see charter schools, as a workable compromise and an alternative to vouchers. The charter approach is guided by two principles:  1.)  insisting that schools operate as an autonomous public school  2.) they are accountable for student achievement. So the most common reasons for founding charters were to pursue an educational vision and gain autonomy. Charter schools tend to be somewhat more racially diverse, and enroll slightly fewer students with special needs and limited-English-proficient students than the average schools in their state. Most newly created charter schools face obstacles when implementing their charter, making them more vulnerable due to limited resources and inadequate startup funds. Even though most charter activists recommend schools control all pupil funds they usually end up receiving less funding then other public schools. The greatest benefit of charter schools according to supporters is that all public schools will get better if there is competition. The public school system as it previously stood was a monopoly. Except for paying for private schooling which some families may be lucky enough to do, the local public school was the only option a parent had for educating their child. Another argument for charter schools is that they give parents options. Charter schools give parents the option of sending their children to schools that are more to their liking, especially when cultural or religious preference is a concern. So a benefit is that charter schools give choice to those who previously lacked it.

A criticism of charter schools is that they attract students with concerned parents, who want to take an active interest in their child’s education. There have been studies that show that children who have parents actively involved in their education do better overall than students who do not. Therefore, charter schools may attract the students who tend to do better in school leaving the local school system left with fewer children who have active parents. In the end it would be hard to accurately compare the charter with the local school district. In the United States democracy and fairness is very important, so is the belief that schooling should serve all regardless of class and give all an equal chance at an education. However, the traditional public school system has not delivered on the democratic equality promise because all schools are not equal. Some are much worse than others and poor students in these schools have no choice but to attend them. This results in them not having a fair chance at succeeding. Charter schools may offer this fair chance so in turn children can succeed in all that they choose. In the end education through charter schools will hopefully help us create a higher educated society.