Professional learning for culturally responsive teaching has the potential to address achievement gaps across ethnic groups and disproportionate representation in special education for students from culturally and linguistically diverse backgrounds. This Equity In Action has a twofold purpose: (a) to demonstrate the need for rethinking current approaches to professional learning and (b) to provide guidelines for professional learning for culturally responsive teaching, as well as research-supported examples of schools and districts engaged in this process.
30 min or less
Advancing race equity and inclusion can sometimes seem daunting and often leaves many wondering how and where to start. One way to achieve social change in an organization is to incorporate race equity and inclusion at every stage of work. The seven steps in this guide provide a clear framework for undertaking this important work. This tool adds to the resources already created by partners who have been working in the field.
REL West staff have searched selected databases for relevant resources and developed a references list of resources that are relevant to the request. This memo includes: 1) Research reports and policy-oriented articles about factors associated with, as well as interventions for closing the achievement gap, and 2) Relevant organizations that focus on the issue of the achievement gap in K–12 settings. Citations include a link to a free online version when available. Citations are accompanied by an abstract, excerpt, or summary written by the author or publisher of the article.
REL Midwest received a request for information on state initiatives to address achievement gaps. Following an established REL Midwest research protocol, we conducted a search for descriptive and policy-oriented briefs and articles on achievement gaps. For the search, we identified resources that addressed the gaps that persist for racial/ethnic minorities, English language learners (ELLs), students with disabilities (SWDs), students from families with low socioeconomic status, and young female and male students.
REL Midwest received a request for information on evidence-based research/guidance on how to close achievement gaps in middle schools and high schools. Following an established REL Midwest research protocol, we conducted a search for research reports as well as descriptive and policy-oriented briefs and articles on closing achievement gaps. We focused on identifying resources that specifically addressed high school and middle school gaps.
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).
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.
In “Checking In: Do Classroom Assignments Reflect Today’s Higher Standards?” assignments analysis conducted by an Ed Trust team of content experts finds that middle grades assignments do not reflect the high-level goals set by new, more rigorous college- and career-ready standards.
School accountability systems have the potential to be a powerful tool to help close the long-standing gaps in achievement that separate low-income students and students of color from their peers. Making Sure All Children Matter breaks down how accountability systems can do this.
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.