600_module 10 discussion

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1. What’s the difference between “opportunity gaps” and “achievement gaps”? Although the American educational system provides a free and appropriate public education, it is still questionable if it is sufficient to ensure that all kids in America have equal access to education and learning. The American education system has an ‘opportunity gap,’ which refers to the unequal or inequitable distribution of resources and opportunities among students. It is argued in the text that children who come from low-income families, are black, Latino, or speak another language do not have equal access to the tools that would enable them to perform as well as their white middle-class peers or English speakers do. There are many inexperienced teachers in urban schools, and materials, books, technology, field trips, and other educational materials are limited, so those students do not have the same opportunities as their white middle-class peers (Patrick, 2015). Because both focus on the differences in academic achievement, the ''achievement gap'' is similar to the ''opportunity gap''. The ''achievement gap'', however, refers to any significant and persistent disparity between groups of students regarding the academic performance or educational attainment. Rather than focusing on grades or dropout rates, achievement gaps show up in standardized test scores, attendance rates, and other measures of success (Chang, 2017). As a result of low academic performance, the American education system must not just target a particular group but also look at the opportunities it offers to that group based on the group's socioeconomic status, race, disability, or English language proficiency. 2. Can schools close opportunity and/or achievement gaps between students from different ethnic and racial backgrounds? It is essential for schools to address the “opportunity gap” in order to resolve it. Schools can play a vital role in narrowing it, but I do not believe schools can completely close it. By making heterogeneous classrooms, the same curriculum can be provided to all students, regardless of their academic level (Burris & Welner, 2005). As a result, the mixing of high-level students with low-level students creates an environment in which high-level students can share knowledge with lower-level students. However, according to Burris and Welner (Burris & Welner, 2005), changing just one classroom or school is more accessible than changing the whole education system, so more interventions, such as laws, are needed. Equal educational opportunities for all students is another way to close the ''gap opportunity'' and ''gap achievement'' gap (Chang, 2017). Although I agree that student achievement is influenced by socioeconomic status, I have also found that both classroom and district learning opportunities are significant factors in student achievement when controlling for socioeconomic status at all three levels (students, classroom, and district). The school, the district, and the student must work together to improve the student's academic achievement.

References: Burris, C. C., & Welner, K. G. (2005). Closing the achievement gap by detracking. Phi Delta Kappan, Retrieved from: https://www.colorado.edu/education/sites/default/files/attached-files/ Burris%20%26%20Welner_Closing%20the%20Achievement%20Gap.pdf Chang, E. S. (Ed.) (2017). Can schools close the achievement gap between students from different ethnic and racial backgrounds? In Taking sides: Clashing views in educational psychology. New York: McGraw Hill. Patrick, K. (2020). Why We Need to Stop Calling It the “Achievement Gap.” Retrieved from https://educationpost.org/why-we-need-to-stop-calling-it-the-achievement-gap/ Questions 1 When a child with learning disabilities attends a self-contained class, how can you ensure they receive a fair education? 2. Are you confident that the ''opportunity gap'' can be completely eliminated?

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