Closing the Achievement Gap: A Vision to Guide Change in Beliefs and Practice

Belinda Williams (editor), Research for Better Schools (1995, pages)

The idea that urban students are destined for low achievement has become far too easily accepted. Thus, efforts to close the gap in their achievement requires rethinking urban education and involving entire communities in a comprehensive social vision of change.

A document developed by the regional educational laboratories outlines the nature of the urban achievement gap and points to six areas needing complex, integrated change.

The public and even some educators have "traditionally adhered to a 'cultural deficit' perspective that says, in essence, 'Urban schools and students can do no better,'" say the researchers. That misguided perception ignores the historical socioeconomic dynamics outside the school environment that shape the lives of urban students.

Rather, say the authors, educators can adhere to the notion that all students can achieve and ensure that education for urban students reflects this. For instance, an emphasis on students' resilience to factors that put them at risk of low achievement may expose such students, for the first time, to the curriculum and instruction that enable them to meet higher standards of achievement.

The other key elements for closing the gap are:

• school-linked community services that support families and communities
• culturally compatible schools, classrooms, and instruction
• teachers who communicate high expectations, caring, and cultural sensitivity
• guaranteed opportunities to learn for urban students
• school environments and leadership that foster high levels of teacher engagement.

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