Achievement Gap

[Anonymous]

Instead of arguing about what causes the achievement gap or the word gap, let's talk about some possible interventions. The Core Knowledge Sequence was specifically designed to address the word/knowledge gap of low-SES students. It's a K-8 Sequence (there is also a pre-K sequence), the sequence is FREE, and has been successful in many schools across the country.

Why don't we try this out in a couple of schools in DC, starting with some of those K-8 schools that many of you are so upset about?

[Anonymous]

The let's try attitude is directed at what group? Are we asking the parents or the professionals to try this Core Sequence?

[Anonymous]

Anonymous wrote:The let's try attitude is directed at what group? Are we asking the parents or the professionals to try this Core Sequence?

DCPS K-8 schools

[Anonymous]

Anonymous wrote:Is someone equating going to the Smithsonian as a teaching tool that will cure AA's problems in school? If that was the case, the average native Washingtonian has not visited the tourist attractions here in DC. C'mon, it can't be that plain and simple to say, the only thing parents need to do is tour and read to their children. Once that is done, you are destined to have a scholarly child.

I know some residents that will tour all of the Washington landmarks and read to their children in the park but will not venture into SE or certain sections of NE because of what they read as adults. Sheesh!!

no - no one here is making a case for that, except for you. Please cut it out.

[Anonymous]

Anonymous wrote:It's not about taking your kids to museums or the zoo, although it's great if you do that. The vocabulary gap is caused by SES and educational level of parents. Has to do with what your vocabulary and background knowledge are, and your level of education.

But if that visit to the museum or zoo sparks the parents creativity for conversation, who are you to say then it isn't about those trips? Why discourage anyone from taking their kids to those places when in fact they can help parents introduce a richer vocabulary to their young children?

I know people with very high IQs who are terrible conversationalists and are introverts. They are brilliant but they can't conjure up conversation with a toddler out of the blue.

[Anonymous]

Anonymous wrote:I think the Loundon article was spot on with the notion of deliberate action. For many AA parents, and I am a single AA mom, it is not always clear which actions matter most when looking at academic achievement for our children- especially for our sons
Much of the advise given at schools is frankly doesn't matter-set rules, have a routine, make sure your child reads.... (my personal experience is that teachers assume such structures are not in place when frequently they are). In reality there is an inside scoop on academic success that is rarely put into practice.
In terms of what makes the real difference for everyone's achievement. High expectations + high support.
Having intentional, unflinchingly clear and high expectation and a sense of efficacy to see those expectation realized seems to be the ticket.

This is something majority parents and those of higher SES seem to take for granted due to their access and resources.It also doesn;t hurt to have ongoing practice of mathematical reasoning and academic English necessary for advancement in higher level coursework. Highly educated parents realize the extent to which math and language fluency are the gatekeepers (and confidence builders) in academic achievement and will stop at no expense to ensure that their child has that skill sets.
However beyond the skill concern there is the social drudgery of school.I have found that my son has faced messages from school staff that he will not measure up. As he transitions form 8th grade at Latin to attend Walls the only comment his MS school administrator had for him were derisive ones, which really hurt his feelings. Living a dual reality of institutionalized low expectation and high aspirations is a BURDEN. Yet such is the schooling scene for AA males and the most frustrating part is that it is beyond their control and yet they are blamed.
What is in my control -- talking every opportunity to remind my kiddo not to give into other peoples BS, focus on your goals, be confident and recognize any signs of self sabotage. Take extra classes online, I hate the fact that we still have to be in 'twice as good to get half the credit' mode but were not taking chances with the future. My son wants a PhD in a technological field and will make it-because he will receive 100% support in reaching it. Full stop. Period end of story.
And for those on this thred who assume that 'other' parents don't care about their children's education you may want to pull you head out of your self righteousness long enough to observe just what is happening at your child's school. Is there differential engagement and discipline being practices? Are there opportunities for all children to shine or only your precious angel?. School is a reflection of society and generally speaking the view is a bit ugly when you truly open your eyes.

I understand what you are saying now. But years ago I wouldn't. I am white and have an AA child so now I see this. In general, no, the majority of white people do not see this or do not see it in the same way a parent of an AA child and can't not appreciate it at the same level. On the other hand, I have seen far too often AA parents back down when faced with admins and teachers who are white and it drives me crazy. They complain because white students get better treatment but don't seem to realize that the white parents are definitely going to have no problem being the squeaky wheel.

[Anonymous]

8:58, get your head out of the sand. Pointing out the obvious is not hard to do, with this blog. A reference was made and it generated a response. Take your Nancy Reagan attitude of "Just say no" and get a life. Sheesh

[Anonymous]

Anonymous wrote:8:58, get your head out of the sand. Pointing out the obvious is not hard to do, with this blog. A reference was made and it generated a response. Take your Nancy Reagan attitude of "Just say no" and get a life. Sheesh

"Chill out" poster, is that you again? Your chill out line is not working so now you are back with a different tact I see.

PS Why the extra comma before "with this blog?" Learn to write.

[Anonymous]

Anonymous wrote:

Anonymous wrote:8:58, get your head out of the sand. Pointing out the obvious is not hard to do, with this blog. A reference was made and it generated a response. Take your Nancy Reagan attitude of "Just say no" and get a life. Sheesh

"Chill out" poster, is that you again? Your chill out line is not working so now you are back with a different tact I see.

PS Why the extra comma before "with this blog?" Learn to write.

Nope not me. Stop nitpicking about GUM and chill out

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:8:58, get your head out of the sand. Pointing out the obvious is not hard to do, with this blog. A reference was made and it generated a response. Take your Nancy Reagan attitude of "Just say no" and get a life. Sheesh

"Chill out" poster, is that you again? Your chill out line is not working so now you are back with a different tact I see.

PS Why the extra comma before "with this blog?" Learn to write.

Nope not me. Stop nitpicking about GUM and chill out

Nope, not me. Stop nitpicking about GUM (???) and chill out...

[Anonymous]

Anonymous wrote:

Anonymous wrote:It's not about taking your kids to museums or the zoo, although it's great if you do that. The vocabulary gap is caused by SES and educational level of parents. Has to do with what your vocabulary and background knowledge are, and your level of education.

But if that visit to the museum or zoo sparks the parents creativity for conversation, who are you to say then it isn't about those trips? Why discourage anyone from taking their kids to those places when in fact they can help parents introduce a richer vocabulary to their young children?

I know people with very high IQs who are terrible conversationalists and are introverts. They are brilliant but they can't conjure up conversation with a toddler out of the blue.

The Freakonomics guys said it best. The best way to predict how well kids do academically is to look at what the parents "are" educationally and socioeconomically not what they "do". So their conclusion was that the future of kids is pretty much set by the time they are born. Of course, they are speaking in general.

[Anonymous]

At this point it appears that SES is the clearest indicator of how well children will do on tests. That is what the freaknomics study found, not how smart or educated a child could become. SES does not completely determine how a child will learn or the possibility of economic mobility. There is a greater context where achievement can be influenced the question becomes societal will on all levels- curriculm, parents, communities, schools.

Someone mentioned the core knowledge sequence above, the premise of the author of that program is that cultural knowledge is a key componenet of social movement and edcuation... high SES parents impart that knowledge through a wide range of experiences they provide their children form museums to treading to travel to general table converation. Some, but not most will go from poverty to tremendous wealth. I think the bigger issue though is how to raise kids whose parents will never earn more than minimum wage to jobs that can earn a living wage - law firm secretary - pays $60,000 a year but requires a lot of knowledge that a solid high school education and community college can provide, but you have to have decent grammer skills and know that you can't tell an attorney to shut up or wear clothes that are too tight and low cut. (Believe me this is not always the case I have seen people fired for this stuff. ) These are SES issues for many kids there is a lot that needs to be done and increasing economic segregation and complete focus on tests over curriclumn is not going to help.

[Anonymous]

Yes, tests like the SAT, GRE, MCAT, LSAT, DC CAS... You can argue about how tests don't matter but none of us would have gotten in to the college and grad schools nor have professions if we hadn't done well on tests... And I'm not talking about becoming a legal secretary or having that ambition for our kids.

[Anonymous]

Anonymous wrote:Yes, tests like the SAT, GRE, MCAT, LSAT, DC CAS... You can argue about how tests don't matter but none of us would have gotten in to the college and grad schools nor have professions if we hadn't done well on tests... And I'm not talking about becoming a legal secretary or having that ambition for our kids.

DC CAS does not belong on that list. It does nothing for the person taking it. It's to assess the school.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:8:58, get your head out of the sand. Pointing out the obvious is not hard to do, with this blog. A reference was made and it generated a response. Take your Nancy Reagan attitude of "Just say no" and get a life. Sheesh

"Chill out" poster, is that you again? Your chill out line is not working so now you are back with a different tact I see.

PS Why the extra comma before "with this blog?" Learn to write.

Nope not me. Stop nitpicking about GUM and chill out

Nope, not me. Stop nitpicking about GUM (???) and chill out...

Grammar usage mechanics GUM