Literature Review

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1 Literature Review: Educational Approaches that Can Be Used to Address the Achievement Gap Among Minority and Low-Income Students Student’s Name Institutional Affiliation Instructor’s Name Course Date

2 Literature Review: Educational Approaches that Can Be Used to Address the Achievement Gap Among Minority and Low-Income Students Despite countless efforts, the educational achievement gap is still apparent in many communities. Hence, there is a need to ensure that there is equity among minority students and those who come from low-income families ( Cabral-Gouveia et al., 2023 ). Most inequality in the two areas comes from a historical background of discriminated and abandoned groups. Other authors like Bjorklund-Young and Plasman (2020), being a minority or coming from a low- income earning family background has a major influence on academic achievement and completion while regarding other factors like dropping out of educational institutions. There are many important approaches, and some include community, state, and entire educational institution-based projects that deal with psycho-social issues of various forms of discrimination, like racism ( Cabral-Gouveia et al., 2023 ). There are other efforts, like the internalization of expectations and perceptions. Educational achievement gaps between groups have always been there, and most organizations are still working on creating awareness of the essence of equality. According to Berkowitz et al. (2016), the social and economic structures cannot be viewed as the only variables that can be analyzed regarding the performance metrics of education. The issue of minorities being viewed as the lower group of others, as Bjorklund-Young and Plasman (2020) assert, is deemed the most powerful con regarding the education gap and the struggle for equity despite having a balanced economic structure. Berkowitz et al. (2016) further add that different economic layers tend to display a different academic achievement plan for students, while Cabral-Gouveia et al. (2023) also claim that countries like England and the US achievement from students of low-income households always lag compared to those from high-income

3 households. Therefore, the paper will provide an in-depth review of educational strategies that can be used to solve the achievement gap among minority and low-income students. The Educational Approaches According to M. Dynarski and Michelmore (2022), despite policies and measures implemented in nations like the US, racial differences in academic achievement and student motivation continue to persist. There has been a growth in migration that has been causing some adjustments in the education systems in terms of aiming towards the improvement of multicultural respect, gaining the necessary integration in terms of communication, and offering the best choices of language learning as Cabral-Gouveia et al. (2023) adds. Hung et al. (2019) and Dietrichson et al. (2017) claim that some indicators are fundamentally linked to the achievement gaps between students of various racial groups across many districts. They include reviewing the exact ratio of special education students, overall expenditure for every student, the proper enrollment per grade, and the extent of racial and economic status segregation for the students. Schools that offer some incentives like free lunch often provide high test scores that are evenly distributed even to students from low-income family backgrounds ( Cabral-Gouveia et al., 2023 ). Such schools that have high minority students and those from low-income family backgrounds need many incentives, like offering free access to textbooks, which can oversee the improvement in academics in the long run. Furthermore, Dietrichson et al. (2017) assert that there are more inclusive strategies like parent training programs regarding role interventions to ensure that the students are properly motivated from the get-go to push on despite feeling different. Cabral-Gouveia et al. (2023) gathered some interventions that are directed toward

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4 improving the issue of the education achievement gap, and it has been seen to be linked with matters like pedagogical characteristics and whole-class teaching methods. According to Parnes et al. (2020) and Cabral-Gouveia et al. (2023), one of the main approaches to addressing the achievement gap is implementing the reading/writing abilities of the students from minority and low-income groups in their early years of schooling. Such interventions are mostly directed at the students from the minority groups, especially those who experience some hardships in non-native speaking. Additionally, Berkowitz et al. (2016) claim that compensation techniques aimed at improving reading and writing for students in minority groups assist them in comprehension and communication with others. Parnes et al. (2020) discuss the Lindamood-Bell Method, a technique that utilizes various senses to assist students in comprehending words, letters, and sounds. There is always the need to improve the reading comprehension outcomes for students in high-poverty neighborhoods, and most programs are dedicated to a large-scale comprehension strategy (Berkowitz et al., 2016 ). According to the authors, it is effective to include stimulated home-based reading schedules and routines affiliated with informational and narrative books for the students. The whole school model or BARR model is another comprehensive approach that uses some connected strategies to build relations between the students and staff members, whether from local or international racial groups, as described by (Cabral-Gouveia et al., 2023). For instance, the teaching staff can sit down and discuss the scheduled time appropriate for analyzing the strengths and weaknesses of every student in the minority or low-income groups. Berkowitz et al. (2016) also add that while implementing the BARR model, the block/team meetings are meant to assist the teachers in sharing every experience they have had with the

5 students and collectively analyze the real-time data to oversee the nature of interactions in the classroom environment. Assari et al. (2021) have provided some input on the Black-White achievement gap and how different aspects, like parental education and school urbanity, are necessary for solving such a gap. For instance, it is necessary to implement pedagogical approaches, including the International Baccalaureate (IB) program, which involves an international initiative to enhance the student's autonomy, research, and learning capabilities (Parnes et al., 2020). Such programs are meant to challenge students to learn how to think critically in new environments that they have yet to adapt to (Cabral-Gouveia et al., 2023). There is always a relationship between implementing a proper IB program in a difficult learning institution environment, minority and low-income groups, and attaining proper academic achievement, as Dietrichson et al. (2017) assert. As Cabral-Gouveia et al. (2023) add, there are more strategies that can include social scaffolding in terms of how various programs, like student retreats, are meant to increase their leadership skills. Once the student has leadership skills, they can gain confidence, and this can bridge the gap that makes them feel inferior to the other students based on their racial or economic backgrounds (Assari et al., 2021). Social support is also necessary to ensure that students from low-income families or minority groups are always motivated to overcome their differences from other students and solely focus on improving and achieving their educational goals. Dietrichson et al. (2017) also add that students should envision themselves as successful despite differences.

6 Conclusion In summary, there is a need to apply some of these educational approaches to ensure that achievement gaps are solved among low-income and minority students who have all the potential to complete their education and become prominent in societies successfully. Educational achievement gaps between groups have always been there, and most organizations are still working on creating awareness of the essence of equality. The social and economic structures cannot be viewed as the only variables that can be analyzed regarding the performance metrics of education. The issue of minorities being viewed as the lower group from the others. There are many important approaches, and some include community, state, and entire educational institution-based projects that deal with psycho-social issues of various forms of discrimination, like racism.

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7 References Assari, S., Mardani, A., Maleki, M., Boyce, S., & Bazargan, M. (2021). Black-White achievement Gap: role of race, school urbanity, and parental education. Pediatric Health, Medicine and Therapeutics , Volume 12 , 1–11. https://doi.org/10.2147/phmt.s238877 . Berkowitz, R., Moore, H., Astor, R. A., & Benbenishty, R. (2016). A research synthesis of the associations between socioeconomic background, inequality, school climate, and academic achievement. Review of Educational Research , 87 (2), 425–469. https://doi.org/10.3102/0034654316669821 . Bjorklund-Young, A., & Plasman, J. S. (2020). Reducing the achievement gap: middle grades mathematics performance and improvement. RMLE Online , 43 (10), 25–45. https://doi.org/10.1080/19404476.2020.1836467 . Cabral-Gouveia, C., Menezes, I., & Neves, T. (2023). Educational strategies to reduce the achievement gap: a systematic review. Frontiers in Education , 8 . https://doi.org/10.3389/feduc.2023.1155741 . Dietrichson, J., Bøg, M., Filges, T., & Jørgensen, A. K. (2017). Academic Interventions for Elementary and Middle School Students with Low Socioeconomic Status: A Systematic Review and Meta-Analysis. Review of Educational Research , 87 (2), 243–282. https://doi.org/10.3102/0034654316687036 . Hung, M., Smith, W. A., Voss, M. W., Franklin, J. D., Gu, Y., & Bounsanga, J. (2019). Exploring student achievement gaps in school districts across the United States. Education and Urban Society , 52 (2), 175–193. https://doi.org/10.1177/0013124519833442 . M. Dynarski, S., & Michelmore, K. (2022, March 9). The gap within the gap | Brookings . Brookings. https://www.brookings.edu/articles/the-gap-within-the-gap/

8 Parnes, M. F., Kanchewa, S. S., Marks, A. K., & Schwartz, S. E. O. (2020). Closing the college achievement gap: Impacts and processes of a help-seeking intervention. Journal of Applied Developmental Psychology , 67 , 101121. https://doi.org/10.1016/j.appdev.2020.101121 .

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