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Middle School

Reducing the gap: Success for All and the achievement of African American students

Success for All is a comprehensive reform model that uses cooperative learning, tutoring, family support services, and extensive professional development to help high-poverty schools succeed with their students. This article reviews research on Success for All with African American students, focusing on evidence that Success for All reduces the achievement gap between African American and White students.

School Size, Achievement, and Achievement Gaps

In order to examine the relationship between school size and achievement, a study was conducted using longitudinal achievement data from North Carolina for three separate cohorts of public school students (one elementary, one middle and one high school). Results revealed several interactions between size and student characteristics, all of which indicated that the achievement gaps typically existing between certain subgroups (i.e., more versus less-advantaged, lower versus higher-achieving) were larger in larger schools.

Another Look at the Achievement Gap: Learning From the Experiences of Gifted Black Students

Many studies have been conducted on the achievement gap, with most findings pointing to how school and family variables affect Black students’ achievement. Another body of work focuses on how social variables (i.e., peers) impact Black students’ achievement, including how accusations of “acting White” affect the performance of Black students and contribute to the achievement gap. The current descriptive and exploratory study extends this work by examining peer pressure among Black students identified as gifted (n = 166).

Left Behind But Not Forgotten: School Counselors’ Ability to Help Improve Reading Achievement

School improvement has been a main concern for presidents, governors, and other state policymakers for the past twenty years. As a result of this movement, there have been numerous accomplishments; nevertheless, major challenges continue to linger. One such challenge is the reading achievement gap between African American students and their European American counterparts. (National Center for Education Statistics, 2007).

Closing the Achievement Gap for Economically Disadvantaged Students? Analyzing Change Since No Child Left Behind Using State Assessments and the National Assessment of Educational Progress

A critical state-level indicator of progress in public education is student achievement annual performance and change over time. The Council of Chief State School Officers (CCSSO) has been very active in tracking and reporting on student achievement results and using state assessment scores and other data to analyze achievement trends. A central goal of the No Child Left Behind (NCLB) Act was to close the gap in student achievement between students from different social and economic backgrounds.

Social–Emotional Factors Affecting Achievement Outcomes Among Disadvantaged Students: Closing the Achievement Gap

Despite concentrated efforts at improving inferior academic outcomes among disadvantaged students, a substantial achievement gap between the test scores of these students and others remains (Jencks & Phillips, 1998; National Center for Education Statistics, 2000a, 2000b; Valencia & Suzuki, 2000). Existing research used ecological models to document social– emotional factors at multiple levels of influence that undermine academic performance.

REL Midwest Reference Desk: Closing the Achievement Gaps in Middle and High School

REL Midwest received a request for information on evidence-based research/guidance on how to close achievement gaps in middle schools and high schools. This document reflect findings from a search for research reports as well as descriptive and policy-oriented briefs and articles on closing achievement gaps. The search focused on identifying resources that specifically addressed high school and middle school gaps.

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