closing the achievement gap in education

Many believe that a large part of the problem lies in the low expectations traditionally held for students with disabilities, …

The backward design approach is an example of this, setting outcomes and standards and figuring out how each individual student can learn, process, and understand curriculum in order to achieve those outcomes.This and other approaches are not as simple as traditional teaching methods, and they require teachers with the willingness to try new things — as well as intensive training.

The students are learning in a different way. They're organized. I find that I take more initiative and pride in my finished work. Although special needs education has changed dramatically to incorporate these new methods, classroom styles and adaptive technologies, professionals still struggle to close the achievement gap and figure out why these changes have not proved more successful.

""I believe that the AVID program makes up for what I call the empty zone—a gray area between student and teacher...The beauty of AVID is that it pulls these students from those zones and into success. They graduate and attend college at higher rates, but more importantly, they can think critically, collaborate, and set high expectations to confidently conquer the challenges that await them.In 47 states across the U.S., K–16 educators are driving student success through engaging, rigorous, and student-centered learning environments. Integral to the law’s implementation are the rights of the parents or guardians and their roles in the development of the student’s IEP, as well as assessments and evaluations of the student’s special needs and progress.Since the implementation of IDEA, and the No Child Left Behind Act (recently supplanted by the Every Student Succeeds Act), educators and researchers have been working hard to close the achievement gap in special education. Although this finding and the questions it poses deserve consideration and study, the stagnancy of scores in the special needs population is concerning.

The respondents to a recent Edutopia Poll on closing the achievement gap appropriately recognized there is no single silver bullet that will result in eliminating the pernicious gaps in achievement that rob students of access to full participation in American society.

An inclusive classroom needs to incorporate instructional strategies that focus on learning outcomes while meeting the different learning needs of each student. While race, ethnicity and poverty play prominent roles in the U.S. achievement gap, gender, family stability and student interest in subjects like math and engineering also contribute.

This type of thinking can become a self-fulfilling prophecy, inhibiting students from reaching their full potential and affecting their self-sufficiency and success in school and beyond.

Students in a The last survey of state assessment tests in reading and math from the National Center for Educational Outcomes shows that the achievement gap in special education according to grade level remains between 32 to 41 percent. Students with disabilities are not making the achievement gains they should make.

They're taking notes.

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