Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.


Closing the Achievement Gap

No description

KaMeshia Baskin

on 26 June 2014

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Closing the Achievement Gap

What is the Achievement Gap?
Group Counseling
Research has shown that group counseling in schools is more effective than individual interventions, fostering better developed social competencies within groups, bringing about new insights that were unavailable through individual work, and enhancing social skills development.
Group Counseling Using EGAS
The EGAS (Empowerment Groups for Academic Success) approach to group counseling is different because its emphasis is on empowerment through group process

This method allows members a new way to openly explore and discuss issues that created disruptions in their lives whereby group process was utilized as the basis for group intervention.
Multicultural Training for Teachers
1.How would we engage families differently if we valued their cultural differences?

2.How would instruction change if we were focusing on what students know, rather than what they don't know?

3.What would staff development be like if we wanted to increase the resilience of all students?
Multicultural Training for Teachers
Training by the National Education Association (NEA) Human and Civil Rights includes:
Understanding cultural diversity
Developing cultural identity
Reacting to differences
Valuing diversity
Culturally responsive teaching
Identities to facilitate learning
Parent Involvement
Offer a group for parents (or grandparents, or other adults in home) in order to provide:
a safe place to ask questions about school culture and expectations
coaching on assisting students with school work, extracurriculars, etc.
information about accessing community resources
peer support from other parents
Parent Involvement
Address barriers to parent involvement
Closing the Achievement Gap
KaMeshia Baskin
Rebecca Hoover
Bethany Swope

Ways to Make Progress
Group Counseling
Multicultural Training for Teachers
Parent Involvement
Comprehensive Support for Students:

-Screen children early for medical/social services
-Work with medical, social services, and community agencies
-Identify students who need additional instructional support
-Support students via mentors, tutoring, peer support networks, and role models
- Work to make changes in the roles and responsibilities of school counselors so that counselors assume advocacy as part of their work with the aim toward creating social justice in the school environment
Outreach to Students' Families:

-Make sure the main office is family friendly
-Engage/reach out to students' families
-Establish family centers at schools and other community locations
-Hire staff from the community who speak families' home languages
-Provide transportation to and from school events
-Conduct adult education and parenting courses at local schools
-Connect students and families with community resources to assist with financial and other family needs
An "achievement gap" refers to unequal performance between groups in a shared setting, with one group consistently measuring at a lower level than another.
Context for presentation
Setting for Presentation
School Board
Community Foundation
City and/or County Council
Presented as a collaboration between school counselors and a community counseling agency
Types of achievement gaps in the literature:
What is the Achievement Gap?
Closing the Gap Requires Collaboration:


Teachers and Administrators


Community Leaders

Community and School partnerships
when and where parenting group meets
whom to contact at school for various needs and questions
when and how to contact those school personnel
accessing language interpreters
Multicultural Considerations in Group Counseling
Counselors must consider racial identity and consciousness that impact group dynamics
School counselors must know and understand his or her own racial and ethnic identity and its impact on group members
Benefits of Multicultural Group Counseling
1. Increase in students' self-perception

2. Improvement in academic scores

3. Improvement in interpersonal relationships

4. Increased self-esteem and internal locus of control
Positive Behavior Intervention
Group counseling is a positive intervention that can be used in place of negative interventions such as..
- detention
- suspension
- expulsion
- repeated disciplinary warnings
The EGAS Method
EGAS is based on the core belief that facilitators should not "control" groups so that true empowerment results in members having an actual say in how a group is run

EGAS group members have personal choice and ownership about discussing personal and social problems that were directly related to poor school behavior and performance and low attendance rates
EGAS Method
Each week group participants decide the agenda and topic for group discussion

This may be difficult for members who given their poor school performance, were accustomed to being told what to do by authority figures

Reversing the pattern and having group participants establish the discussion quickly changes the group dynamics and fosters a sense of self-control and group ownership
Bemak, F., Chi-Ying, R., & Siroskey-Sabdo, L. A. (2005). Empowerment groups for academic
success: An innovative approach to prevent high school failure for at-risk, urban African.
Professional Counseling
(5), 377-389.

Benmak, F., & Chung, R. (2005). Advocacy as a critical role for urban school counselors: Working
towards equity and social justice.
Professional School Counseling, 8
(3), 196-202.

Bronwyn, E. Becker & Suniya S. Luther. (2002). Social-emotional factors affecting achievement
outcomes among disadvantaged students: Closing the achievement gap.
Educational Psychologists, 37
(4), 197-214.

Guerra, J. (2014, June 11). Catholic prep chain helps Detroit's minority students go on to college.
Morning Edition
. [Radio Broadcast.] National Public Radio. Retrieved from


Hoff, E. (2013). Interpreting the early language trajectories of children from low-SES and
language minority homes: Implications for closing the achievement gap.
Developmental Psychology, 49
(1), 4-14.

Ludden, J. (2014, March 17). Efforts to close the achievement gap in kids start at home.
Things Considered.
[Radio Broadcast.] National Public Radio. Retrieved from http://www.npr.org/2014/03/17/289799002/efforts-to-close-the-achievement-gap-in-kids-start-at-home

Sorhagen, N. S. (2013). Early teacher expectations disproportionately affect children's high
school performance.
Journal of Educational Psychology, 105
(2), 465-466.

Williams, A. (2011). A call for change: Narrowing the achievement gap between white and
minority students.
Clearing House, 84
(2), 65-71.

Why It's Important
In January 2002, the No Child Left Behind Act was signed into federal law. NCLB mandates regular testing, provides sanctions for schools that do not provide evidence that students are learning, and requires schools to demonstrate that they are making progress towards closing the achievement gap between academically high and low-performing students.
What's not Working
Teacher centered instruction has been shown in the research to be ineffective.

Researchers have found that using tracking in schools to place students into classes can be detrimental to achievement.

Tracking often leads to disproportionate numbers of minority students in low-level classes and majority students in high-level classes which helps explains part of the reason why the achievement gap exists

Low expectations and personal beliefs of teachers when working with minority students
Research shows that students who feel their teachers encourage them are more committed to learning and more successful academically.
Research has shown that teachers' expectations of students indeed are often influenced by student characteristics such as social class and ethnicity, and disadvantaged and ethnic minority youth are more commonly expected to do poorly and given tedious academic work
Teachers must receive professional development experience, which prepares them to educate and understand students whose values, cultures, and life experience may be different from their own.
Opportunities for Community Awareness and Action:

Provide regular updates to city/county council and community foundations about school demographics, as well as programming to address the achievement gap.
Encourage local businesses to offer mentoring opportunities for ethnic minority students.
Support early childhood education programs.
Become a "Squeaky Wheel" for legislators to address shortfalls and biases of standardized testing and school funding models.
Full transcript