June/July
2006
Achievement Gap = Wasted Potential
New Policy Brief, "Mind the Gap," Examines Solutions
for Wisconsin's Schools
Education is the clearly established gateway to greater
opportunity. A young person's future employment, earning potential,
ability to build assets and participate in the larger community are
all inextricably linked to a successful school experience. Yet there
has been ample evidence lately that the resources many kids need to
be successful in school are simply not there for them. In recent weeks,
the Wisconsin Department of Public Instruction (DPI) and the US Department
of Education have confirmed that again this year, a sizable gap remains
between student of color and their white classmates as measured by
both state and national exams. A new WCCF policy brief, Mind the Gap,
examines the extent of this achievement gap and provides examples
of successful programs and policy recommendations intended to close
the gap in Wisconsin.
Among the brief's findings are these:
-
About half of the achievement gap between black
and white high school students is present when children begin kindergarten.
This disparity is attributable in part to the lack of access for
children of color to high quality early learning settings. High
quality early learning environments can mitigate the influences
of poverty, low maternal education, and even poor health.
- The results of the state 4th grade reading test still show a fairly
large gap in the percentage scoring in the proficient or advanced
ranges between Black (59%) and Hispanic (67%) students and white students
(88%). However, that gap is significantly larger by 10th grade with
81% of white students scoring proficient and advanced while 39% of
black and 52% of Hispanic students scored at that level.
- Rigorous curriculum prepares students for college. Students of color
are significantly underrepresented in advanced placement classes.
Black students make up 10% of total enrollment, but only 1% of enrollment
in advanced placement English.
- Even with the state's equalization aid formula, children of color
are more likely to be taught in under-resourced schools. Students
attending under-resourced schools are less likely to have high quality
curriculum, qualified teachers or important social networks than students
from wealthier districts.
- In order to compete for family supporting jobs, students must at
a minimum gain a high school diploma. While Wisconsin as a whole has
a high rate of graduation, Hispanic and Black students in Wisconsin
graduate at much lower rates (White 95%, Hispanic 77%, Black 66%)
Mind the Gap's policy recommendations include continuing the dialog
on race and achievement; expanding opportunities for quality early education
experiences; supporting small class sizes through the SAGE program;
increased funding for summer and after school programs; establishing
incentive programs to attract qualified teachers; and providing sufficient
funding for public education.
The "Mind the Gap" policy brief is available online at http://www.wccf.org/pdf/mindthegap_052506.pdf.
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