Professional Documents
Culture Documents
Gregory Sloan
Introduction
Like in most areas of society, there are gaps separating levels of success that groups
achieve. In the field of education, there are patterns of gaps in achievement experienced by
identified subgroups that have been the source of much research. The purpose of this research is
to draw conclusions about the causes and examine efforts to lessen and eliminate the gaps. The
broader subgroup with significant overlap into English Learner, Hispanic, and African-American
students. While educational settings have limitations in how they can impact societal conditions,
research has shown how institutional policies potentially exacerbate or alleviate achievement
gaps. With data from Placer High School and identified best practices an action plan will be
created to help the socioeconomically disadvantaged students to reduce the achievement gap in
Located in rural Auburn, California with a population of 1359 students and a history that
goes back over 100 years, Placer High School is the largest high school in the Placer Union High
2017, Placer High was 72.8% White and 18% Hispanic or Latino. 374 students were identified
Literature Review
The concept of the self-fulfilling prophecy states that what you believe about yourself is
more likely to come true. So, a belief in success or failure increase the likelihood of that result.
Many studies have shown the short-term effects of teacher expectations of student ability, but a
Socioeconomically Disadvantaged Achievement Gap Case Study 3
longitudinal study, which began in 1991, collected data on over 1000 participants from birth to
age 15. A discrepancy score was created that compared 1st grade standardized scores and
teachers academic scoring. The data concluded that teacher expectations by first grade had
lasting impacts on low-income students that were not seen in other income groups. When the
expectations were inaccurately low, test scores at age 15 were lower in math and language
ability. At the same time, teachers overestimation of abilities seemed to disproportionally help
Through intrinsic motivation and students locus of control, students remain engaged
through the more difficult transitional years of middle and high school (Hanson, Ruff, &
Bangert, 2016). At every income level, students with a growth mindset consistently outperform
students who do not and socioeconomically disadvantaged students are more likely to have a
fixed mindset (Claro, Paunesku, & Dweck, 2016). Since research has shown that
socioeconomically disadvantaged students are most effected both positively and negatively by
teacher expectations, teachers should work to believe and demonstrate positive expectations for
Building upon the previous theme, studies have also shown a gap in access to rigorous
courses also known as the excellence gap. Underrepresented groups in gifted and advanced
courses include racially, ethnically, and linguistically different (RELD) students. National
participation rates show the largest gap is low income to non-low income, with over 500,000
students missing from AP courses (Theokas & Saaris, 2013). One existing problem is the
recruitment of these students into gifted programs. Some identification tests, like IQ tests, have
shown to have inherent cultural biases. Nonverbal tests, while preferred, have shown limited
Socioeconomically Disadvantaged Achievement Gap Case Study 4
improvement in improving diversity. Even teacher referral has shown to identify White, Asian,
and higher income students at a greater proportion than the population. New standards and
rubrics have been developed that have shown to increase the number of minority students in the
recruitment and identification process. One example was the use of a student project chosen by
the teacher. Using a rubric from the GRS-P (Gifted Rating Scale preschool/kindergarten),
students were identified for placement in gifted courses at a higher rate than cognitive testing
The other issue that comes up is retention in gifted programs. Cultural issues and peer
pressures can create social and psychological barriers for students. The recommendations
presented in the literature include multicultural education using culturally responsive teaching
practices that include the students in the curriculum and promote positive identities and actions.
males dropping out of advanced placement programs. Having an individual adult mentor to
show interest and guide students can be the difference between giving up and seeing their own
value and ability. Empirical research is lacking in these areas, but the amount of research has
increased for the third suggestion of non-cognitive skill development. Examples of this include,
grit, motivation, persistence, self-control, and mindset toward ability and effort. (Ecker-Lyster
& Niileksela, 2017) The implementation of these practices should lead to higher rates of
retention and success in gifted programs for students from underrepresented groups.
If a cause of the achievement gap is discrepancies in income, then would equal funding of
schools created equality in education? This was the question posed by researchers who looked at
the impact of over 20 million dollars to Philadelphia libraries to improve reading resources.
Socioeconomically Disadvantaged Achievement Gap Case Study 5
Studies had shown a lack of resources at home and in the community to access print and
electronic learning materials aimed at youth. Compared with 13 book titles available per child
in the middle-income neighborhoods, only 1 book title was available for every 300 children in
the poor communities. (Neuman & Celano, 2006) The lack of the exposure to vocabulary and
opportunity to build an enjoyment of reading have long lasting impacts for students. A
knowledge gap was identified as access to knowledge leads to the seeking and understanding
of more (2006).
The study looked at usage of the libraries comparing low-income and middle-income
and after renovations took place were examined. Results of the study show that that there were
no significant closing of the achievement gap and perhaps a widening. Without guidance in
using the resources, the low-income neighborhood students chose to read below their ability and
spent less time on literacy reading and homework. The addition of technology made better
resources available but didnt increase the use of more academic resources. The conclusion was
that just leveling the playing field did not create a benefit by itself, Instead they argue that a
more reasonable approach provide additional resources above and beyond comparability,
specifically targeted to needs of low income children. (Neuman & Celano, 2006)
Standardized testing at the high school level has diminished over the last few years with
the elimination of 9th and 10th grade exams, exit exams, history and science tests. Exams such as
the SAT and AP tests are not taken schoolwide and are therefore not representative of all school
groups. As a result, the most recent SBAC scores and a grade level site test were chosen to
examine below.
Socioeconomically Disadvantaged Achievement Gap Case Study 6
Table #1:
Overall, Placer High School consistently scores very high on ELA and at or above state
average in Math. Scores by last years 11th graders on the SBAC testing show lower scores
across the board in ELA and Math by students identified as socio-economically disadvantaged.
85.7% of all non-SED students met or exceeded ELA standards, but only 56.8% of SED students
did. 54.7% of non-SED met or exceeded math standards, but only 25.5% of SED. 44 of 102
SED students were in the lowest band of Math scores, while only 40 out of 236 in the non-SED
group did. Many 11th graders are not enrolled in math with only a two-year graduation
requirement. This very surface level data shows the need to go deeper and determine who the
SED students are and what there school experiences are like.
Table #2:
In order to determine reading levels of students, Placer has begun testing Lexile scores
for 9th graders in the fall and the spring. In both administrations, the mean Lexile score was
about 150 points higher for non-SED students. A study of text demands in 2009, determined the
25th and 75th percentiles for 9th graders as scores between 960 and 1110. The 2012 Common
Core Standards determined 9th graders need to be scoring 1050 to 1260 to be career and college
ready at the end of 12th grade. The non-SED mean shows students at grade level and on track for
reading success. The SED mean is well below. This shows the challenge to catch up and be
Table #3:
While looking at the scores, I took it upon myself to identify who the SED students were
in terms of other demographic identifiers. While this is just one grade, it is representative of the
school as a whole. The data isnt so much surprising as it is revealing. It tells us who the SED
students are, what high school courses they may be restricted to taking due to Special Education
and EL status, and what the challenges are to communicate with family and community.
Table #4:
Grade Total # % # %
Socioeconomically Disadvantaged Achievement Gap Case Study 8
Grade Total # % # %
11 82 15 18.3 67 81.7
12 83 8 9.6 75 90.4
Most AP courses are offered to only 11th and 12th grade students. Students identified as
socioeconomically disadvantaged are compared to those who are not identified as such for the
spring term of 2017. In both grades, socioeconomically disadvantaged students are represented
at a lower rate with a larger gap existing in the 12th grade. There is also a noticeable difference
Data Conclusion
Numerical data can help to identify problems and targets needing solutions. Deeper
delving is necessary for proper action. Placer High has applied to EOS (Equal Opportunity
Schools) to help identify underrepresented students for Advance Placement courses for the 2017-
2018 school year. They will be relying on their surveys and data analysis to help identify
students and make decisions that affect courses taken. The staff will have to adjust and buy in
for this to be successful. They must avoid using data to label students in negative ways and look
Best Practices
Currently, Placer High School uses data from feeder schools to place some incoming 9th
graders into Academic Literacy courses to supplement their English and other core subjects.
Socioeconomically Disadvantaged Achievement Gap Case Study 9
This allows all students to continue to remain on an A-G path from the start with support to raise
reading levels. They are also expanding their Lexile testing of 9th graders to three times in the
The messages from teachers and schools help to develop growth or fixed mindsets within
staff develop a school growth mindset culture with faculty. Teachers then work on using the
proper language, praising effort, and supporting persistence towards mastery (Hanson, Ruff, &
Bangert, 2016).
Another best practice for closing the achievement gap is to close the participation gap in
disadvantaged students. Equal Opportunity Schools (EOS) has recommended examining the data
to see the problem and start asking questions to understand why it exists and then audit the entry
requirements to identify barriers to enrollment (Theokas & Saaris, 2013). Examples of ways to
reduce the barriers include open access registration, the elimination of summer projects, and
An additional best practice is to provide educational resources for students with the
proper supports in place. Just providing computers by itself has not shown to help close the
achievement gap because there is already a knowledge gap in reading and use of technology.
When providing 1:1 devices such as Chromebooks, targeted instructional strategies are
necessary. This should include professional development for teachers to create intensive
engagements with resources. And schools should provide additional help and mentoring for
students, including actively involved librarians or other trained staff. Access to information is
necessary, but is not enough by itself and can lead to increased gaps if care is not taken to
socioeconomically disadvantaged (SED) students. Further analysis shows the overlap of English
Learners, Students with Disabilities, and Hispanic students making up a large portion of the SED
group. Data collected on Placer High School shows a significant gap in achievement on 11th
grade CAASPP ELA and Math test scores between socioeconomically disadvantaged students on
reading and Lexile scores showed the gap is present among freshmen. And when preparing
students for college, the SED students were less competitive with a lower enrollment in
Through a review of the literature, a number of causes and consequences were identified.
Combined with research in best practices, this led to my action plan to close the gap in test
scores and AP class enrollment. With over 85% of non-SED students meeting or exceeding
standard in CAASPP ELA, it is clear that many students are successful and career and college
ready at Placer High School. With a gap of almost 30% in ELA and 20% in Math, there is a
clear problem that must be addressed. The gap in enrollment in AP courses for 11th and 12th
graders is 4% and 6%, respectively for the fall of 2017. While this doesnt appear large, only
fifteen 11th grade and eight 12th grade socioeconomically disadvantaged students are enrolled in
fall AP courses.
Cultural proficiency aims to eliminate the beliefs among individuals and groups that hold
us back from achieving real equality. Through the use of language, we may intentionally or
unintentionally create barriers that cause schools and teachers to judge students differently and
promote feelings of inferiority among students. The research by Carol Dweck on growth
Socioeconomically Disadvantaged Achievement Gap Case Study 11
mindset provides the framework for the change in language and attitudes that allow teachers and
students to move past these barriers. By getting the teachers to understand and believe in
themselves and students we take the first step. My plan brings an expert to speak and motivate
staff to promote clarity and buy in. Additionally, select staff will need to be trained as trainers
for fellow teachers. Using existing in-service schedules and weekly PLC time, we will be able to
kick off the initiative and support in throughout the school year. Each teacher will work on their
growth mindset and be responsible to provide lessons to students that reinforce these beliefs.
teachers and staff. This should result in improved attendance and positive engagement. Through
a positive growth mindset and increased willingness and opportunities to learn, we should expect
students to try harder on the 11th grade CAASPP exam in the spring, persevere through difficult
sections, and bring more knowledge into the test setting. The goal would be a 9% reduction in
The other plan will benefit from growth mindset as students see intelligence as something
that is acquired, not innate. However, it also requires structural changes to the current process for
enrolling in AP courses. Currently, most courses require a summer project that gives a heavy
grade weight to an assignment completed before the school term begins. This puts some students
at a disadvantage when they either need to work, care for siblings, or just need a teachers support
and encouragement to complete complex quality work. Often projects like this are used as a
filter by teachers, who will ask that students who did not complete the project be disenrolled at
the beginning of a term. So this requirement will have to be eliminated and teachers will use the
school year to assign work and support student learning. This will require an adjustment to their
While the project can be a barrier that prevents students from signing up, there are also
teachers and counselors who use GPA or grade in a previous course to determine if a student is
allowed to enroll. The use of GPA discounts improvements students have made and a grade in a
course is unfortunately not always an accurate reflection of effort or ability. The willingness to
challenge and push oneself should be rewarded with opportunity. And finally, students who
have never considered college or AP classes need encouragement and recruitment. Teachers and
counselors should use the information they have and relationships with students to send this
message. Interest surveys and course previews are perfect opportunities to find the interested
Figure 1.1
Action Plan for SED Students
Placer High School
Auburn, California
Problem to be Addressed: Socioeconomically disadvantaged students (SED) have large
achievement gaps in CAASPP ELA and Math results.
Goal One:
Reduce the 28.9% gap of SED students meeting/exceeding standard on CAASPP ELA to 20% or
less and reduce the gap of 19.2% of SED students meeting/exceeding standard CAASPP Math to
15% or less by 2018.
A Growth Mindset will be established among teachers and expressed to students through language
and behavior. The psychological focus will help motivation and perseverance to learn and achieve.
Action steps Position(s) Resources: Timeline Costs (Optional)
responsible
(Limit to 2 or 3 action Materials and/or
steps) Personnel
Arrange professional Principal Speaker fees, August 2017
development in-service transportation and
speaker on Growth 1 night lodging
Mindset
Socioeconomically Disadvantaged Achievement Gap Case Study 13
Figure 1.2
Action Plan for SED Students
Placer High School
Auburn, California
Problem to be Addressed: Socioeconomically disadvantaged students (SED) enroll in AP courses
at a lower rate than non SED.
Goal Two:
Equal percentages of SED and non-SED students enrolled in AP Courses by 2018.
AP courses will be made more accessible for all students and traditionally underrepresented
students will be encouraged to challenge themselves and prepare to take AP courses.
Action steps Position(s) Resources: Timeline Costs (Optional)
responsible
(Limit to 2 or 3 action Materials and/or
steps) Personnel
Eliminate summer AP Teachers Time for teachers August
project requirements to reorganize
curriculum (Three
days)
Identify students from Counselors & Test scores Fall Term
underserved groups Teachers database, 2017
Socioeconomically Disadvantaged Achievement Gap Case Study 14
Conclusion
As students begin school, the perceptions of their abilities began to form. The teacher,
having the largest influence among school staff, makes the determination that whether that
student is at, above, or below their classes in reading and math. For lower income students, low
expectations lead students to question their own competence and the reverse is true as well.
Developing a growth mindset among teachers and students has shown to improve educational
outcomes. It isnt too late in high school to change mindsets and show students that through
effort everyone improves. Placer High School has the duty and opportunity to use this
measures to identify and retain students in programs must be implemented. With an increase in
the number of students at Placer High School in these courses, students will be more college and
career ready.
Socioeconomically Disadvantaged Achievement Gap Case Study 15
References
Claro, S., Paunesku, D., & Dweck, C. S. (2016). Growth mindset tempers the effects of poverty
8664-8668. doi:10.1073/pnas.1608207113
Students: Promising Recruitment and Programming. Journal for the Education of the
Hanson, J., Ruff, W., & Bangert, A. (2016). Investigating the Relationship between School Level
doi:10.5296/jei.v2i2.10052
Jeynes, W. H. (2015) A Meta-Analysis on the Factors That Best Reduce the Achievement Gap.
Neuman, S. B., & Celano, D. (2006). The Knowledge Gap: Implications of Leveling the Playing
41(2), 176-201.
Reardon, S. F. (2013). The Widening Income Achievement Gap. Educational Leadership, 70(8),
10-16.
Sorhagen, N., & Graesser, A. C. (2013). Early Teacher Expectations Disproportionately Affect
465-477.
Theokas, C., & Saaris, R. (2013). Finding Americas Missing AP and IB Students. The
Education Trust.
Socioeconomically Disadvantaged Achievement Gap Case Study 16
Introduction
part, explains research data related to the current gap. The initial article focuses solely on
historical data and current trends. The next articles attempt to explain factors related to the
achievement gap. These range from how teacher behaviors affect the achievement gap to
equality of school funding for the resources that are provided for students.
Annotated Bibliographies
Neuman, Susan B., & Celano, Donna. (2006). The Knowledge Gap: Implications of Leveling the
Playing Field for Low-Income and Middle-Income Children. Reading Research
Quarterly, 41(2), 176-201.
The study reports on efforts to provide reading resources and technology to level the
playing field of access for students. Results showed that usage was unequal and resulted in a
larger achievement gap between low and middle income. Since equal resources do not give
equal results, a conclusion is drawn that low-income students need greater access to resources
and more money spent. Leveling the playing field at school does not account for the gaps at
Reardon, Sean F. (2013). The Widening Income Achievement Gap. Educational Leadership,
70(8), 10-16.
Research shows the gap in standardized test scores in reading and math to be widening
between families in the highest and lowest earning groups. The increase begins to widen for
students born starting in the mid-1970s and is much larger at the time of this article. Meanwhile,
the achievement gap for African-American students compared to white students has narrowed
over the same period. Both gaps are large and still exist but the trend shows the impact
Socioeconomically Disadvantaged Achievement Gap Case Study 17
socioeconomic status has on school success. Other measures such as graduation rates and
extracurricular participation show the same trends. The achievement gap is large entering school
and grows in small amounts. A conclusion is drawn that income gaps have dramatically widened
in the United States and therefore low and high-income students have a much larger gap in
resources.
Sorhagen, N., & Graesser, Arthur C. (2013). Early Teacher Expectations Disproportionately
Affect Poor Children's High School Performance. Journal of Educational
Psychology, 105(2), 465-477.
performance. The impact on low-income students was significantly stronger with both high and
low expectations than affluent ones. The concept of the self-fulfilling prophecy is used to
explain why this might have resulted. The implications lead to a focus on teacher expectations
Conclusion
As students begin school, the perceptions of their abilities began to form. The teacher,
having the largest influence among school staff, makes the determination that whether that
student is at, above, or below their classes in reading and math. For lower income students,
expectations that are set low lead students to question their own competence. They continue
through school with less access to resources than higher income peers. Just equalizing this
access does not overcome the achievement gap for students and once they reach age fifteen, even
high expectations from teachers do not lead to changes in the gap. This gap has been growing
Socioeconomically Disadvantaged Achievement Gap Case Study 18
over the last forty years larger than other achievement gaps due to the growth in inequality of
income in general.