Gaps in education have been studied for years. Susan E. Ansell of Education Week states, “The ‘achievement gap’ in education refers to the disparity in academic performance between groups of students.” These groups range from socio-economic backgrounds, gender, ability, and ethnic backgrounds of those learning English.
These gaps tend to follow students as they go through higher levels of education and sometimes into their careers. Not only does this gap signify a silent separation from peers of the same age but different gender or socio-economic group, it also spreads low self-confidence in the idea of achievement. So, how can schools help to close this gap and increase the confidence of students while paving the way for endless opportunity?
In-School Opportunity
Oftentimes, students in low socioeconomic families can’t participate in extracurricular activities that occur outside of school hours.
The school day is packed with content-area classes, small groups to support academic needs, as well as necessary breaks for lunch and passing periods. Students have access to electives throughout the school day, but the variety of these classes depends on the school and the district.
Since not all students have the time or money to participate in extracurricular activities, it might benefit school communities to offer some of these activities during the school day. Maybe expand elective options to activities that are typically offered after school such as various sports, STEM clubs, arts, and crafts clubs, or even tutoring.
Integrate Subjects and Skills
In addition to exposing students to new experiences, how they apply skills they learn to the areas of their life should be considered. Instead of just teaching one subject as if it were a neat, tidy box, teachers should integrate multiple academic content areas into their lessons.
School should be more of a fluid learning environment. A school in California saw low writing skills and the principal helped to implement the integration of writing across every subject area- including elective classes.
This can be applied to any subject in any school. Reading, writing, math, science, and social studies are some of the core subjects, but they can be found in areas outside their normal classrooms. There is reading in history, in the physics of motion, and in theater reviews. There is science in movement and sound. There can be writing in art and in music to describe feelings evoked by the pieces. Math concepts can be applied to art as well, in addition to theater productions with blocking on stage as well as studying historical travels such as the distance of the Silk Road.
When schools dig into how subjects and skills can be integrated, students see how much their world is intertwined in and out of school and they will gain the confidence and ability to apply their learning.
Communication
Before teachers and staff get too far into plans on what can be changed or added in the schools, consistent communication with parents and families should be added to the top of the list. There is definite communication with schools and parents when a student is identified to have a gap in achievement compared to peers of the same age and grade.
However, expanding that communication to gaining insight into the student’s life and needs could be an extra benefit to the child. Parents could provide helpful ideas on what they believe their child needs in school besides intervention in academics. Keeping this communication open helps the family to feel that they are also being supported in this path to their child’s achievement.
Patience, Understanding, and Compassion
Trying to bridge the gap for students can be difficult for everyone involved. The pandemic did not ease that difficulty. Increased pressure is not the answer, but rather a healthy dose of patience, understanding, and compassion. Children have been through a lot, added on to the trauma that might already be present in their lives. Parents, teachers and school staff need to have compassion toward everyone in this post-pandemic world, children included. Without it, the achievement gap might not ever be lessened.
As the world moves forward after this pandemic, maybe it’s also time to consider adjusting our standards for academic achievement. Should students still be supported to excel and become the best version of themselves? Absolutely. However, should we also expand our idea of what success looks like? Yes. This might allow students of all backgrounds and walks of life to feel as though they can succeed in any area and that idea can take them a long way academically.
