De Pena, R.

-Annotated Bibliography

What factors are affecting academic achievement among minority students in Davidson and
Williamson County public schools?
Annotated Bibliography
Ruben E. De Pena
Fort Hays State University

IDS 801 Introduction to Graduate Studies

Lacey Wegner
December 1, 2013

De Pena, R.-Annotated Bibliography

Annotated Bibliography
Epstein, J.L., Sanders, M.G., Sheldon, S.B., Simon, B.S., Clark, K., Rodriguez, N. Williams,
K.J. (2012). School, family, and community partnerships: Your handbook for action (3rd
ed.). Thousand Oaks, CA: Corwin Press

In this work, the authors provide compelling evidence that school, family and community
partnerships are key factors toward students academic achievement. They argue that parents,
educators, and community members share responsibility for students learning and development.
They illustrate this concept through a six-component framework: Parenting, communicating,
volunteering, learning at home, decision making, and collaborating with the community. This
structure is based on the findings of many studies and backed by years of experience from
educators working with families in elementary, middle, and high schools
(p. 14). Once the framework process is properly implemented, studies show that students
respond very positively, yet differently, under each of the six types of components within the
framework such as improving attendance, gaining academic skills, and other attributes (p. 159).

Fingeroot, L. (2013, August 20). Fewer low-income TN schools on reward list.

The Tennessean. Retrieved from http://www.tennessean.com/article/20130820
/NEWS04/308200001/?nclick_check=1

This article highlights the decline of low-income schools in the annual recognition of
high performing or reward schools in Tennessee based on the Tennessee Comprehensive

De Pena, R.-Annotated Bibliography

Assessment Program (TCAP). This assessment is given every year to students in grades 3-8.
High school students are assessed through end-of course exams.
The article continues to say that while the achievement gap between minority and their
peers is closing, that is not the case between poor and affluent students, where the gap is actually
widening. Williamson County, for example, which is known for its affluent families, almost
tripled the number of reward schools. In contrast, Metro Nashville Public Schools where more
than 70% of students receive either free or reduced-priced meals, only a handful of schools made
the list.

Kugler, E. G. (2012). Innovative voices in education: Engaging diverse communities.

Lanham, MD: Rowman & Littlefield Education

This book is a compilation of writings by educators with a wide range of experiences in

engaging diverse families and communities. Each of them presents innovative ideas for schools
to help minority students succeed. The basis for that is that far too many students of color,
immigrants, and students in poverty are unknown quantities at school (p. xv). Because of that,
the authors contend that these students disconnect from their education, become underachievers,
and drop out of high school. To succeed, it is imperative for them to have a personal, meaningful
connection with school and the ideas presented in the book will enable school administrators and
teachers to reach out and create action plans toward victory.

Nieto, S. & Bode, P. (2008). Affirming diversity: The sociopolitical context of multicultural
education (5th ed.). Boston, MA: Pearson Education, Inc.

De Pena, R.-Annotated Bibliography

Throughout this work, the authors present theoretical analyses and action plans to help
close the achievement gap affecting minority students. In this regard, they present very intuitive
conclusions on the need to understand the sociopolitical context of multicultural education. They
also argue that poverty and other social barriers negatively affect learning and that schools alone
cannot tackle societal inequality and stratification. As a matter of fact David Berliner contends
that poverty alone places severe limits on what can be accomplished through educational reform
efforts, especially those associated with the No Child Left Behind Legislation (as cited by Nieto
and Bode, p. 14).

Reardon, S. (2012). Income inequality producing a new kind of achievement gap. American
Teacher. 96(5), 7-7. Retrieved from
http://ehis.ebscohost.com.ezproxy.fhsu.edu:2048/ehost/detail?vid=24&sid=62d989e59384-4e41-aad8075e85c1ae22%40sessionmgr11&hid=16&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3
d#db=eax&AN=74483939

This article contends that, for decades, one of the big concerns in public education has
been reducing the achievement gap between white and minority students, especially AfricanAmerican students. While some positive outcomes have occurred in that regard, the problem is
the income inequality among these groups continues to widen. According to Reardon, a reason
for that is that affluent parents tend to invest more in resources that enhance their childrens
achievement opportunities including sports, music, tutoring, and other activities vs. their lowincome counterparts. Also, these high-income families are more likely to spend more time
involved in their childrens schools. A very striking piece of information is that according to

De Pena, R.-Annotated Bibliography

one estimate, by the time students from affluent families start elementary school, they will have
spent about 400 more hours than low-income children in literacy activities.

Reardon, S. F. (2013). The widening income achievement gap. Educational Leadership, 70(8),
10-16. Retrieved from
http://search.ebscohost.com.ezproxy.fhsu.edu:2048/login.aspx?direct=true&db=aph&AN
=87529513&site=ehost-live

Key findings in this periodical confirm that economically-disadvantaged students have

performed academically less well than affluent kids on standardized test scores, grades, high
school completion rates, and both college enrollment and completion rates. This is based on a
comprehensive study of the relationship between academic achievement and family income in
the United States over the last 50 years (p.10). One of many reasons is that children in highincome families are more likely to be raised by two parents with college education, whereas poor
kids are more likely to be raised by a single mother with a low educational level (pp. 13-14).
Even if schools strategies alone cannot address the socioeconomic issues affecting achievement,
there are a few things they can do to help close the gap , including the allocation of a greater
portion of resources and efforts to the earliest grades, including kindergarten and preschool
(p.15).

Rienties, B., Beausaert, S., Grohnert, T., Niemantsverdriet, S., & Kommers, P. (2012).
Understanding academic performance of international students: the role of
ethnicity, academic and social integration. Higher Education, 63(6), 685-700.
doi:10.1007/s10734-011-9468-1

De Pena, R.-Annotated Bibliography

This article provides substantial evidence on various factors affecting academic

achievement of international college students. As the number on international students increase,
the authors through intensive research compare how well these students perform in comparison
to native students based on ethnicity, academic, and social integration factors. They contend that
research at one of the surveyed business schools found that providing online summer course in
economics or mathematics for these students not only helps them academically but also provides
them with a much needed social network at the school itself (p. 698).

Scanlan, M. (2011). Inclusin: How school leaders can accent inclusion for bilingual students,
families, & communities. Multilingual Education, 18(2), 5-9. Retrieved from
http://files.eric.ed.gov/fulltext/EJ951838.pdf

In this article, Scanlan highlights the simple fact that demographic shifts in the United
States are creating a more linguistically diverse population. This phenomenon is seen in many
school districts across the country. While schools can be welcoming and liberating, they can also
be alienating and confining in many facets. The author continues by saying that even though it is
officially illegal segregation by race, ethnicity, socioeconomic status, linguistic heritage,
disability, sexual orientation, family structure, and even religious affiliation still persists in
school (p.5). The solution is a conceptual framework for school leaders to create a welcoming
environment for linguistically diverse students. These educators need to first recognize both the
cultural and linguistic values these students and families can offer. Lastly, educators should
recognize the importance of engaging parents of these minority students and creating
mechanisms to do it on a regular basis toward academy victory (p.9).

De Pena, R.-Annotated Bibliography

Tennessee Department of Education. (n.d.). Report card 2013. Retrieved from

http://edu.reportcard.state.tn.us/pls/apex/f?p=200:1:79070082834555

According to the TN Department of Education 2012-2013 report card, an achievement

comparison of Metro Nashville Public School vs. Williamson County Public Schools shows the
following proficiency and advance results among Black, Hispanic, and White students, the three
major ethnicities:
Davidson County- Proficiency Rate

Williamson County Proficiency Rate

Black: 22.9%

Black: 33.7%

Hispanic: 27.5%

Hispanic: 35.6%

White: 30.3%

White: 34.1%

Davidson County Advanced Rate

Williamson County Advanced Rate

Black: 9.2%

Black: 25.6%

Hispanic: 11.3%

Hispanic: 25.8%

White: 24.6%

White: 43.8%

United States Commission of Civil Rights. (2006). The benefits of racial and ethnic diversity in
elementary and secondary education a briefing before the United States Commission on
Civil Rights, held in Washington, D.C., July 28, 2006, Washington, D.C. : U.S.
Commission on Civil Rights. 1-117. Retrieved from
http://www.usccr.gov/pubs/112806diversity.pdf

De Pena, R.-Annotated Bibliography

This study was conducted by a group of experts on the issue and presented to the U.S.
Commissions on Civil Rights. It presents four core positive outcomes:
Enhanced Learning: African American students who moved from segregated to desegregated
settings with white peers experienced short-term gains in test scores.
Long-term educational and occupational gains: Studies of desegregation impacts have focused,
rather than test score improvement, have focused on college attendance and completion,
occupational attainment, or wages. Increased Social Interaction: Desegregated experiences for
African American students lead to increased interaction with members of other racial groups in
later years. Improved Attitudes and Citizenship: Recent studies on attitudes of students toward
their peers of other racial groups have found that students of all racial/ethnic groups who attend
more diverse schools have higher comfort levels with members of racial groups different than
their own, and experience an increased sense of civic engagement (p.79).

Weiher, G. R. & Tedin, K. L. (2006). Minority student achievement. Review of Policy Research.
23(5), 963-967.
doi: 10.1111/j.1541-1338.2006.00244.x

This article undoubtedly highlights the achievement gap between white students and
minority students. The basis for that is the amount of evidence that supports that primarily
African American and Hispanic/Latino students are the most likely to be trapped in lowperforming schools. Another issue is the controversial practice of addressing the needs of these
students by retaking them in grade. Many argue that this practice can be used to

De Pena, R.-Annotated Bibliography

disproportionally hold back minority students. Those who sustain that argument say that race,
instead of learning, play a major role in retention.
To address this issue, one of the most popular strategies school districts have used in
recent years is the creation or expansion of school choice programs. School choice advocates
contend that more school options are needed as minority student is depressed as a result of
shortage of high-quality educational options for minority students (p. 964).

Williams, A (2011). A call for change: Narrowing the achievement gap between white and
Minority students. The Clearing House, 84, 65-71.
doi: 10.1080/00098655.2010.511308

This work focuses on the need for educators to understand strategies that work and those
that dont toward closing the ongoing achievement gap between white and minority students.
Although research has shown a number of factors contributing to the issue, such as income level,
home language, parental involvement, and others, the only variable that consistently correlates
with achievement is socioeconomic status, but there is no consensus by all researchers (p.66).
There are school variables including teacher quality, teacher expectations, small class
sizes, standards-based (student-centered) strategies, and detracking that seem to work in reducing
the achievement gap according to many studies. Something that seems to work if for school
leaders to create a climate of positive student-teacher interactions and relationships. Teachers
need more time to adequately plan and collaborate with their coworkers. None of this, however,
can happen without fundamental changes in the beliefs and attitudes of educators (pp. 69-70).