The Democrats are out of ideas, and the only thing they have to offer are lies. The Democrats also want to erase our history and attack the Founding Fathers as racists.
From Deficiency to Strength: Download the PDF version. The vast chasm in academic achievement has long existed along racial and poverty lines. Children of color and from low-income families have, on average, performed worse on virtually all indicators of academic success: This gap perpetuates the existing inequalities in society.
Efforts to close the achievement gap have had little effect. The gap remains and has actually widened. This article argues the gap is symptomatic of the deficit-driven education paradigm. Fixing the traditional paradigm is unlikely to close the gap because the paradigm reinforce and reproduces educational and social inequity by design.
To work toward more educational and social equity, we need to adopt a different paradigm of education. The new paradigm should work on cultivating strengths of individual students instead of fixing their deficits.
Casey Foundation,J. Casey Foundation, J. Closing the achievement gap has thus become synonymous with removing inequality in education.
Casey Foundation, However, closing the achievement gap has proven to be an extremely difficult task. Despite decades of efforts, the gap between the poor and the rich has not narrowed significantly; neither has the gap between children of color and their White counterparts J.
It actually has widened Reardon, There are many and complex reasons for the lack of progress in closing the achievement gap or improving the education of the poor. The efforts and investment may have been too little and too late to chip away the education debt Ladson-Billings, owed to the poor.
Many of them are also ethnic minorities. The schools they attend, the neighborhoods they live in, and their home environments are much worse resourced and more challenging than their wealthier suburban fellow citizens Darling-Hammond, ; Valencia, We need effective policies and actions to counter racism, improve communities, upgrade schools facilities, enhance the quality of teachers, and provide early learning programs for disadvantaged children.
However, these macro-level changes Valencia, are difficult to effect, to say the least. None of these tasks is easy and all of them take time, time that we do not have if we are to help the millions of children already in born into disadvantaged schools and communities.
The place where more immediate changes can occur is schools. While it takes time and resources to improve the material conditions of poor schools and the quality of teachers, what happens in a school can be changed more quickly.
The sweeping changes in curriculum, pedagogy, and assessment that happened in American schools under No Child Left Behind and Race to the Top are good evidence, although the changes were misguided and did not significantly benefit students, poor and wealthy.
In other words, the achievement gap is a logical, and to some degree intended, outcome of the existing paradigm.
The gap is used as justification for sorting people into different social and economic strata so as to ensure the existing social order continues. Improvement of such a paradigm can do little to alter the fate of the already disadvantaged at the best and at the worst exacerbates their conditions.
What we need are policies and practices that transform, rather than improve, the existing education paradigm. Thus for the betterment of all children, the prevalent education paradigm must be abandoned and a new one be invented.
This article brings together the literature on educational inequity and points out the fundamental flaws of the conceptualization of the achievement gap as well as problems with attempts to close the achievement gap.
It further brings evidence to suggest an alternative paradigm of education. It concludes with recommendations for policy makers, education leaders, and researchers.
Deficit-driven Meritocracy The education paradigm that determines what happens in schools today can be best characterized as a deficit-driven meritocracy.
It operates like a meritocracy and is designed to serve a meritocracy. At the same time, it practices the deficit mindset and focuses on fixing the deficiencies of children. Both characteristics work together to perpetuate inequality and threaten to widen the achievement gap, when further perfected.
Meritocracy Coined by the British sociologist Michael Young in his book first published in Young,the term meritocracy is used to describe a dystopian society that assigns individuals into different occupations based on their merit, defined as intelligence and efforts and measured by IQ tests.[Content note: hostility toward social justice, discussion of various prejudices] “Words!
Words! Words! I’m so sick of words! I get words all day through. Apr 08, · I went through a nihilistic phase in my youth.. In my early twenties, I was trying to make sense of the world and come up with a coherent worldview.
I was in the process of reacting against the culture around me. After being taken down twice by Blogger within a single week, we got the message: It’s Time To Go.
Gates of Vienna has moved to a new address. At first glance the idea of investigating a nation via its official propoganda does not seem useful, but in the case of the two Koreas- a people driven by conformity- it provides a valuable key to their elusive mindset.
A Rust Belt city of 50, about miles north of Manhattan, Troy, 92% white in , is barely two-thirds white today, a transformation sweeping suburbs and small cities as a result of old barriers of enforced segregation dissolving, opening new lanes of migration.
Why my son will leave Malaysia: Rise of racism, prejudice, religiosity, fundamentalism, and unscientific thinking by Christopher Teh Boon Sung “No country can take care of Malaysians better than Malaysia.” I am not sure who said this first; perhaps it was already a common dictum long before when I first heard it at a young age.