The Achievement Gap at PS 123 in New York City
Webquest created by Linda Green
Introduction:
The achievement gap is a term used to describe the test results between African Americans/Hispanics and Caucasians/Asians. Historically African American and Hispanic students have scored significantly lower on state and national tests than Caucasian and Asian students.
Tasks:
The Chancellor of New York City Schools, Carmen Farina, would like you to investigate this problem and determine the reasons why African American and Hispanic students score lower on state and national tests than Caucasian and Asian students. After you have determined the reason(s) for the achievement gap you will determine the solution(s) that will address this problem.
Process/Resources:
Each of you will work in partnerships (2-4 classmates) to complete the tasks. The end product will be a PowerPoint presentation by the group and individually written essays following the five-paragraph essay protocols. Each of the products must include the following:
PowerPoint Presentation: Each group will create a slide presentation for each of the 6 process listed below clearly identifying the problem, evidence of the problem, etc. You must also include a works cited slide following APA formatting.
Five Paragraph Essay: Each student will write a 5 paragraph essay that will include the following: (1) Introduction including a thesis statement. The thesis statement will define the problem and the causes, existing policies and possible solutions. Use text evidence. Cite sources.
(2) First body paragraph. Explain the problem citing evidence from the resources provided (evidence). Include causes for the problem. Use text evidence. Cite sources.
(3) Second body paragraph. Explain the existing policies and previously attempted solutions. Use text evidence. Cite sources.
(4) Third body paragraph. Propose solutions. Your thoughts, but back up your ideas with data. Use text evidence. Cite sources.
(5) Conclusion. Restate your thesis. Concluding thoughts about the achievement gap and proposed solutions. You may include anecdotal information in this section. Use text evidence. Cite sources.
(6) Reference page. Cite all your sources in alphabetical order following APA guidelines. (Click here for help in formatting your reference page.)
2. Gather the Evidence
3. Identify the Causes
4. Evaluate an Existing Policy
6. Select the Best Solution (Feasibility vs. Effectiveness)
Templates:
· Identifying the causes of the problem
· Evaluating existing public policies
· Developing public policy solutions
· Selecting the best public policy solution
Articles:
What is the achievement gap and why should I care?
Help Close the Achievement Gap (infographic and video)
Strategies for Closing the Achievement Gap
The Achievement Gap by the Numbers
The Achievement Gap Widens for Students after City's New Standardized Tests
Evaluation:
Conclusion
At the conclusion of this study you will have contributed to the field of study concerning the achievement gap. In addition, this is one of the only contributions completed from the perspective of the student. I look forward to reading you work.
Standards:
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
Write arguments to support claims with clear reasons and relevant evidence.
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 8 here.)
Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Draw evidence from literary or informational texts to support analysis, reflection, and research.