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Revided Opportunity Gap

Four contributing factors to the opportunity gap in black male achievement are identified: (1) lack of male role models, (2) lack of early childhood family education, (3) quality of school choice and quality of instruction, and (4) lack of access to strong male mentors. The document outlines strategies to address these factors such as implementing growth mindsets, individual counseling, academic mentors, policy interventions, and parent education. It recommends improving teaching quality, increasing parent involvement, and funding for disadvantaged schools and communities to help close the opportunity gap.

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61 views25 pages

Revided Opportunity Gap

Four contributing factors to the opportunity gap in black male achievement are identified: (1) lack of male role models, (2) lack of early childhood family education, (3) quality of school choice and quality of instruction, and (4) lack of access to strong male mentors. The document outlines strategies to address these factors such as implementing growth mindsets, individual counseling, academic mentors, policy interventions, and parent education. It recommends improving teaching quality, increasing parent involvement, and funding for disadvantaged schools and communities to help close the opportunity gap.

Uploaded by

api-259764583
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Four Contributing

Factors to the
Opportunity Gaps in
Black Male Achievement
The journey of 1,000 miles
begins with a single step...
Jessalin Karsnia, Virgil Jones, Angel Doughty

Research Method
Use of qualitative data that is
represented with quantitative statistics
that supports the recommendations
and strategies.
We collected information from studies
that were based on interviews, parent
surveys and literature reviews and data
analysis.

Overcoming Adversity Creates Strong


Future Leaders
Deonte
Grew up poor
Mom had Leukemia
Was Stereotyped
Robbed at Gunpoint
Brother was murdered
Deonte Bridges

This is our Future! We just need to Believe!

Four Factors that


Contribute to the
Opportunity Gap

Lack of male role models (male


figure)
Lack of Early Childhood Family
Education
Quality of school choice and quality
of instruction (teacher quality +
taxes)

Lack of Male Role Models


From the late 1800s to the 1960s,

close to 70% of black children were


born to married couples. According
to the most recent data, 71% of
black children are born out of
wedlock - ETS

Lack of Male Role Models


African Americans are incarcerated
at nearly six times the rate of
whites
Nationwide African American males
represent 26% of juvenile arrests,
44% of youth who are detained, and
58% of youth admitted to State
prisons - Center on Juvenile and

Lack of Early Childhood


Family Education
Access to programs that teach
parents how to help their children
academically
The educational negligence of society
in the case of black students begins as
early as nine months of age
Only 12% of black fourth grade boys
are proficient in reading, compared to
38% of white boys -ETS

Trends in Reading Scores

Lack of Early Childhood


Family Education
Access to programs that simplify
complicated school processes is
nonexistent in low SES areas
- Children who are born into poverty
have access to lower quality early
childcare -ETS

Five Domains of Early


Childhood Development
Physical
How well the child is developing
physically
Eyesight
Motor Skills
-Lack of quality health care contributes to
early
identification of vision and hearing
deficits

Social
Interactions with others and ability to
relate and share feelings

Five Domains of Early


Childhood Development
Emotional
Creating emotional connections and
creating self confidence
- Social constructivists believe that an
individual's cognitive system is a result of
interaction in social groups and that
learning cannot be separated from social
life - Vygotsky

Five Domains of Early


Childhood Development
Language
How well a child communicates
including how they present their
feelings and emotions

Cognitive Skills
How children organize information
including problem solving, creativity,
imagination and memory

- During these critical early years, students


develop cognitive, communication, and math
skills, build social and emotional competence,
and establish patterns of engagement and

Quality of School Choice


and Quality of Instruction
The ultimate goal is to get children
into strong early childhood programs
before three years of age
Children in low SES areas are more
likely to be taught by teachers with
less experience than a student in a
more affluent area
More than 75% of Black children born
between 1985 and 2000 grew up in high
disadvantage neighborhoods -ETS

Zones of Proximal
Development

Missing Instructional
Time
Absenteeism and suspensions
contribute to the opportunity gap.
- In a study, in year 1 suspended
students were three grade levels
behind their nonsuspended peers in
their reading skills but were almost 5
years behind 2 years later.
- School suspension is a moderate to
strong predictor of dropout or not
graduating on time -Educational

Red Flags
Low literacy achievement in the
elementary grades is linked to later
aggression in third and fifth grades
Aggression in the middle and high
school is linked to more serious forms
of aggression a year later
* low literacy = aggression &
aggression = suspension

Strategies
Growth Mindset with High Expectations
(ZPD)

- Teaching Perseverance
Academics (rigorous)
Structure (high standards)
Engagement (make school cool)

Individual Counseling and Academic


Mentors
Comprehensive and robust level of
support for students

Strategies

Policy Interventions
-Rethinking grading systems to allow for
individualized learning

Parent Education
-Preschool interventions should
promote parenting and achievementsupporting home settings

Increasing Student Involvement


-Student-Teacher Relationships,
Ambassadors, Mentors, & Volunteers

Research Based Recommendations


To improve the quality of schools,
emphasis must be placed on improving
teaching and learning
Creation of an information-rich
environment
Building of a learning community
Continuous Professional Development
Increased involvement of parents
Increased funding and resources for
schools and communities

As Future Leaders We
Will
Use Qualitative Data Collection Method
Create a focus group for students and parents of
color to increase supports to assist families in using
school systems more effectively
Examples include policies and how they impact
school success:
Grading policy including eligibility for athletics
Attendance including tardies and
absences/truancy
Registration including proper classes for
graduation
College and Career readiness
Available technology both in and out of school

Creation of a Parent
Institute
Quantitative Data will be collected through a
series of surveys by a Parent Institute Educator to
identify areas of need such as school
communications, updated contact information,
and calendar events.
Utilizing strong community leaders to influence
and enhance support services in order to provide
top quality education to all students.
The intended outcome is to foster an environment
of trust and understanding to meet the needs of
all students to improve the opportunity gap.

Parent Institute
Objectives
Navigate the school
System
Support a home learning
Collaborate within
environment
the building
Support a childs emotionalEncourage college and & Social
development
career readiness

References
Duncan, K., & Sandy, J. (2010). Examining the achievement test score gap between
urban and suburban students. Education Economics, 18(3). 297-315. Retrieved from
http://eric.ed.gov/?q=examining+the+achievement+test+score+gap+between+urban+and+suburban+
students&id=EJ894395
Editorial Projects in Education Research Center. (2011, July 7). Issues A-Z: Achievement
Gap. Education Week. Retrieved September 11, 2014. Retrieved from
http://edweek.org/ew/issues/achievement-gap/
Finkel, E. (2010). Student Achievement Black Children. District Administration, 26-33. Retrieved from
http://www.districtadministration.com/article/black-children-still-left-behind

Gregory, A., Skiba, J. R., Noguera, A. P. (2010). The Achievement Gap and the Discipline Gap: Two Sides
of the Same Coin?
American Educational Research Association, 39(1), 59-68. Retrieved from
http://edr.sagepub.com/content/39/1/59.full.pdf+html

References
Jaramillo, J (1996). Vygotskys Sociocultural Theory and Contributions to the Development of
Constructivist. Education 117 (1): 133-140.
Kafele, K., B. (2012). Empowering Young Black Males. Educational Leadership, 70(2). 67-70. Retrieved from
http://www.ascd.org/publications/educationalleadership/oct12/vol70/num02/Empowering-Young-Black-Males.aspx

Koretz, D., & Kim, S., Y. (2007). Changes in the Black-White Test score Gap in the Elementary School
Grades. The Regents of the University of California. Retrieved from
http://files.eric.ed.gov/fulltext/ED503292.pdf

Lapayese, V., Y., Aldana, S., U., & Lara, E. (2014). A Racio-economic Analysis of Teach for America:
Counterstories of TFA Teachers of Color. Perspectives on Urban Education, 11(1), 11-25. Retrieved from
http://www.urbanedjournal.org/archive/volume-11-issue-1-winter-2014/racio-economic-analysis-teach-ame
rica-counterstories-tfa-teach

References
Mckown, C. (2013). Social Equity Theory and Racial-Ethnic Achievement Gaps. Child Development, 84(4). 11201136. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/23240908

Perkins, L., M. (2010). The Black Gender Achievement Gap A Historical Perspective. The Claremont Letter, 4(2). 16. Retrieved from http://eric.ed.gov/?id=ED538089

Policy Notes News from the ETS Policy Information Center (2011). Policy Evaluation and Research Center,
19(3). 2-16. Retrieved from http://www.ets.org/research/perc/pic/

Reznichenko, N. (2013). Equity Implications for Mathematics Learning Outcomes. Eastern Educational
Research Association, 2-4. Retrieved from
http://eric.ed.gov/?q=outcomes+based+education&ff1=eduGrade+6&id=ED540351

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