Académique Documents
Professionnel Documents
Culture Documents
Courtney A. Barr
Abstract
The author of this paper has set out to inform any readers that there is a discrepancy in the school
system of advancement between students who may be better off or worse off than other
students. Throughout this research paper the author will first provide testing data from two
educational sources, one from the entire nation while the other will come from the state of
Virginia, in order to show the achievement gap between students of different ethnicities. They will
then provide correlational research to provide details about various discrepancies in the following
will be followed by a section about various educational laws in place that may either support or
break down the discrepancies between students, both federally and state based. The next section
will cover how parental involvement affects how the student succeeds in school and the last
section will cover two court cases relevant to the topic presented. Lastly, the author will present a
conclusion.
In the United States there is a discrepancy between different social problems and the
advancement of students. These social problems include socio-economic status, low income
households, single parent households, ethnicity, and even gender. The current educational reforms
and laws in place are causing an achievement gap between students in different social standings
by creating a system that benefits those that have better opportunities. A discrepancy can be
noticed when analyzing statistics and demographics of different high school advanced classes and
by analyzing various court cases about the achievement gap between students in rich areas versus
students in poor districts and showing how much the state needs to implement standards and
Through analyzing the score results of both advanced placement course tests and the
Virginia state test, or the Virginia Standards of Learning (SOL), the gap between different
One of the national tests provided for students in order to earn college credits while still in
high school is known as the Advanced Placement Exam. These exams, provided by College
Board, in over 30 courses are available at the high schools discretion. They allow for students to
take an advanced course during their school year, and during the month of May pay a price to take
the exam, having to score within a three to five range, in order to earn the college credit. Financial
aid is available for students that fall within the range to cover the costs of the exam if they may be
unable to pay for their test. There is a wide gap between the number of students in each race that
have taken the exams in 2015 and in 2016, as well as the scores of the students who took those
LEAVING BEHIND THE UNDERDOGS 4
tests. In both of those years, there will be specific evidence presented in the Biology exam and the
2015. During this year, the ethnicity options available for students to identify as were:
American Indians, Asian, Black, Mexican American, Puerto Rican, Other Hispanic, White, Other,
and Not Stated. When counting all identifiers, the total number of students that took the Advanced
Placement exam was 4,343,547. The results that were seen in this group of students from the
number that took the test ranged from 21,632 to 2,360,536. American Indian students represent
the lowest number of test takers, and White students represent the highest number of test takers.
This is one piece of evidence that shows how students of two different ethnicities, one being seen
as the most well-off versus one that may be seen as a struggling minority, can differ on the scale
of Advanced Placement exam takers. Another way to see how different students place when
taking an exam is by taking some of the exams listed and comparing the average results of
students. Two courses that will be looked at in this section are going to be Biology and Calculus
AB. In Biology, the number of students total that took this exam was 217,564 and the national
average score was a 2.90. White students had results that showed they were well represented in
this exam and had an average score higher than the national average. Out of 117,741 White
students that took the Biology Exam, the average score was a 3.06, as for the Calculus AB exam,
166,333 students took the exam and the average was 3.01. As for the scores and participation of
the American Indian students, for the Biology exam, 1,156 students signed up and scored an
average of 2.59, while only 289 students signed up for the Calculus AB exam and 2.41 was the
2016. The College Board changed the available ethnicity identifiers within the span of a
year to both group together similar ethnicities and to provide new options for students. The
LEAVING BEHIND THE UNDERDOGS 5
options and groupings that they made was American Indian/Alaska Native, Asian, Black,
Hispanic/Latino, Native Hawaiian/Other Pacific Islander, White, Two or more races, and no
response. Adding the options to not indicate an identifying ethnicity and choosing two or more
races may create some discrepancies due to the fact that those students would have been grouped
in another category. Based on this, the lowest number comes from the other category, but in trying
to analyze two specific races, the next lowest number of students signed is found in the Native
Hawaiian/Other Pacific Islander and the highest is the White ethnicity. There were 7,380 Native
Hawaiian/Other Pacific Islander students signed up and 2,380,051 White students signed up.
These ethnicity dependent numbers were taken out of the 4,559,273 total students that signed up
for Advanced Placement exams. Once again, during the next school year, the White students reach
into the millions, while all other ethnicities are left in the low thousands. In reference to the
Biology and Calculus AB scores we can see much of the same results as the preceding year. The
Native Hawaiian/Other Pacific Islanders had 344 students take the Biology test, scoring an
average of a 2.47 and had 451 students take the Calculus AB and a 2.55 was the average score.
While the White students scored an average of a 3.03 on the Biology exam, with a total of
122,199 students taking this exam, and a total of 164,060 students take the Calculus AB exam and
those students had a 3.10 as the average score (The College Board, 2016).
Each state was required to have some form of a test that will provide evidence on whether
or not teachers and the state are meeting certain standards in order to ensure academic
achievement goal established by the No Child Left Behind Act. The state of Virginia adopted the
Virginia Standards of Learning, or SOL tests, in order to measure this achievement. For the school
years 2013-2014, 2014-2015, and 2015-2016, the schools tested students in subjects such as
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English, both reading and writing, mathematics, history, and science. The ethnicities that were
used in order to identify students included American Indian, Asian, Black, Hispanic, Native
Hawaiian, White, and two or more races. In the mathematics subject testing there was a noticeable
discrepancy in students who took the SOL and students that passed the SOL from White students
to Black students. In the 2013-2014 school year, 97 Black students were tested, but only 60 of
them passed the SOL; as for their White counterparts, 98 students were tested, and 80 of them
passed. Although this discrepancy was noted, there is a gradual decrease of the gap of students
who take the test and the number of those students who pass the SOL. For example, in the 2014-
2015 school year 98 Black students took the mathematics SOL and 75 of them passed; and even
in the 2015-2016 school year 97 Black students took the exam and 83 of them passed. While for
the White students, there were 98 test takers in the 2014-2015 school year, 92 of which passed;
and there were 99 test takers in the 2015-2016 school year, 94 of which passed (Virginia
Correlational Research
Throughout this section of the paper, there will be different factors that correspond with a
students advancement in the school system. These factors that may affect the advancement of
various students are as follows: how the ethnicity or the language spoken at home can affect what
classes the student may be able to do well in during their time in school, the influence of income
and socioeconomic status, the household atmosphere, the neighborhood the child is raised in, and
Ethnicity
One school subject was analyzed in regards to the ethnicity of a student and their
advancement in that subject by the Early Childhood Longitudinal Study. The school subject that
LEAVING BEHIND THE UNDERDOGS 7
was tested was fifth grade science. Students score reports were compared between the years 1996
and 2005. After compiling the data and analyzing the outcome, the United States Department of
Education was able to conclude that the Caucasians demographic of students had scored the
highest in the science test presented, while the African American demographic scored the lowest.
Other nationalities that were included in the study were the Asians/Pacific Islanders, American
Indians, and Hispanics. The scores from lowest to highest in a list are the African Americans,
Hispanics, American Indians, Asians/Pacific Islanders, and Caucasians (Kohlhaas, Lin, & Chu,
2010).
Income/Socioeconomic Status
The same study mentioned previously also collected data for success rates in terms of
whether or not the students lived in poverty and the results on the science test. After the
completion of this research, the Early Childhood Longitudinal Study concluded that there was a
difference in the test scores between those students whom lived in poverty and those that did not.
Even though there was a discrepancy between these two levels of income, the study showed that it
was not solely due to the students personal living space, but the teaching quality that was
provided at the educational institute, parental influences, and the students language ability. This
suggests that there is not an equal opportunity given to students in neighborhoods that may not be
Through this same study there was found to be a strong connection between academic
performance and what the student could relate back to what happens in the students lives. There
was a correlation between weak academic performance and a students perception that the subject
had any relevance in the students socio-cultural life. Another reason for this low performance
LEAVING BEHIND THE UNDERDOGS 8
was due to the disconnect of a clear and consistent teacher-student learning method (Kohlhaas et
al., 2010).
A finding that Reardon discovered, while completing research related to the widening of
the income achievement gap, was that there is already a noticeable gap taking place as soon as
children enter kindergarten. Students were tested, in reading, firstly in kindergarten and then
several other times until they reached eighth grade. This test showed that there was little
difference in the gap between low income students and higher income students. The study showed
that it was 1.15 standard deviations when the children entered kindergarten and 1.25 standard
deviations in 8th grade (Reardon, 2013). Through this study there is adequate evidence to
suggest that students have an income achievement gap right when they start school, and little is
Household Atmosphere
In the year 2009, over 53 percent of the individuals living in foster care happened to be
African American males. This type of living is also referred to as out-of-home placement, and
there is a strong correlation between those in this situation and the success academically of these
students. The achievement gap, or the correlation between out-of-home placement and the
academic success of the student, can be seen in any grade level or any level of education:
elementary school, middle school, high school, and college. African American male students are
believed to be under excelling in their classes because they are unable to relate any of the
Overarching problems that impede the advancement of these students in foster homes may
be attributed to poor ecological conditions in the home and neighborhood, feelings of inferiority,
LEAVING BEHIND THE UNDERDOGS 9
lack of compatibility between preferred learning styles and teacher instructional method, and
Gender
The previous act that was established and enacted until 2007, the No Child Left Behind
Act had data on how there was an achievement gap between the advancement of females in
science in comparison to males in science. There was no previous knowledge of this because there
had never been a standardized test in place to measure achievement of anyone. Once this
discrepancy was discovered, even through multiple other tests, males were able to outperform
Educational Laws
There is an achievement gap of students in school all over the country. These laws can be
seen both federally and they can also vary by state. Whether it be due to race, sex, or income,
there is a problem found all over in regards to educational advancement. The following category
shows the laws in place that were created to combat problems that may arise.
Federal Law
This section will first examine one educational act that was in place, which was widely
discussed all over the world. It will then examine a new act that is projected to replace the first act
No Child Left Behind Act. One reform that was in place for the whole country to combat
any discrepancies that could be identified in the school systems was the No Child Left Behind
Act, which was enacted in 2001. This act was proactive in theory, but in action it compelled more
harm than good. The overarching goal of the No Child Left Behind Act was to ensure that all
children have a fair, equal, and significant opportunity to obtain a high-quality education and
LEAVING BEHIND THE UNDERDOGS 10
academic assessments (Superfine, 2008). In order for this goal to be met, the act required that
each state develop its own way of testing students, in reading, mathematics, and science, in a way
that could test if the student was passing by a basic, proficient, and advanced scale (Superfine,
2008). These tests would be given to students that were in grades three through eight, ten, eleven,
and twelve. If these goals were meant and the states didnt meet adequate yearly progress
(Superfine, 2008) they were to contact a local educational agency, which would provide extra
services to the students that werent meeting the passing standards. When a school doesnt make
adequate yearly progress a second year, then the school would be identified or corrective action
by the local educational agency. The agency would have to implement one of six actions as
(i) Replace the school staff who are relevant to the failure to make adequate yearly
progress. (ii) Institute and fully implement a new curriculum, including providing
achievement for low-achieving students and enabling the school to make adequate
yearly progress. (ii) Significantly decrease management authority at the school level.
(iv) Appoint an outside expert to advise the school on its progress toward making
adequate yearly progress (v) Extend the school year or school day for the school.
If these set of standards werent met within a year of implementation then the local educational
agency was once again required to execute one of the following list of actions also found in
Superfine (2008):
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(i) Reopening the school as a public charter school. (ii) Replacing all or most of the
school staff (which may include the principal) who are relevant to the failure to
make adequate yearly progress. (iii) Entering into a contract with an entity, such as a
operate the public school. (iv) Turning the operation of the school over to the State
(v) Any other major restructuring of the schools governance arrangement that makes
Although this act was a good standard for determining of the schools in the country were
reaching necessary requirements and doing what they are meant to be doing in providing a
proficient education for all students, it had some problems. For example, it cost a lot in
order to rectify some of the issues that the schools may have had and it also had a waiver
attached in 2011. This waiver was known as the Elementary and Secondary School Act
Waiver. It would allow for states that qualify to implement rigorous and comprehensive
State-developed plans designed to improve educational outcomes for all students, close
achievement gaps, increase equity and improve the quality of education (Suski & Ciolfi,
2015). With this added waiver, the act wouldnt be able to do what it had originally set out
to do and would thus increase discrepancies between schools systems within the same state
This act was later removed from inaction in 2011. A new act, known as the Every
Student Succeeds Act, will later replace the No Child Left Behind Act (Lee, 2016).
Every Student Succeeds Act. This act enables states and the local government to
have complete regulation over what happens in their school systems. But with this, the
federal funding that was provided in a fuller amount, is removed as well as the programs
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that the government would originally provide. With the removal of the No Child Left
Behind Act, the clause embedded into this act goes away as well, the Adequate Yearly
Progress system. This act would also be able to provide more assistance to the homeless
youth as needed, more so than having a federal act would allow for. There is also a sub grant
that would be included in the implementation of this act, known as the Local Academic
Flexible Grant. Although it may still have some complications to work out, this act is
projected to be implemented in the school systems, starting in the 2017-2018 school year
("Cutting Federal Requirements and Giving States More Control over Education Programs,"
2013).
State Law
Assistance Act which allowed homeless students to still be able to attend the school they are
currently at no matter their status as homeless. This act required for the state of Virginia to
provide any assistance necessary, whether it be after school help or transportation, in order
to allow students that are identified as homeless to succeed in the educational system. In
order to allow students to remain at a level of educational achievement that they are already
at, this act allows for students to remain at the school, in which they were at before they
Massachusetts. A reform that was enacted in the state of Massachusetts, titled as the
Education Reform Act of 1993, was enacted because of a noticeable difference in the
advancement of a wealthy district and a poor district. It required for there to be funding
directed to the poor district in order to close any advancement gap between the two districts.
Through this act, the Commonwealth of Massachusetts noticed that the discrepancy between
LEAVING BEHIND THE UNDERDOGS 13
the two districts was due to the teaching quality, supplies, and resources available for the
More recently, the state of Massachusetts created a standard that would measure how well
the districts followed the standards they were given. This standard was titled the Office of
Educational Quality and Accountability standard; it measures how effectively each school district
implemented the reforms that were needed to be enacted and it was enacted in 2001. Although it
had a significant purpose, there were several people who opposed the standard. The opposition
came from various critics who were the ones charged with the audits. This program was very
strict in implementing its policies and if school districts did not follow through correctly they
would be audited and have to be reported. In February 2008, the reform standard was removed
from enactment due to the finding that there was a close connection between the educational
Parental Involvement
grade levels. As students went from elementary school to high school, parents participation in the
education of the students decreased. Not only was there a disconnect to parental involvement due
to the sole parents responsibility, but also because parents found it hard to get involved when
teachers didnt reach out to them. Some of the parents needed prompting to help students with
homework and the students didnt ask for help. There is a lack of communication between the
families at home and the teachers at school that needs to be present in order for parents to actively
participate in the education of the students (Paul & Stevens, 2010). In support of this information
Ms. Deborah Shelton said that is partially the responsibility of the school division and the child's
school to educate the parents about the opportunities available to kids (D. Shelton, Personal
LEAVING BEHIND THE UNDERDOGS 14
communication, November 22, 2016). During the interview she also mentioned that in order to
allow for parents the opportunity to be involved in their students school work, the school must
provide meetings after school when parents are off from work in order to catch them at a time that
is right for them. Ms. Shelton also provided information that some parents are willing to get
involved with their students school work, when families may be of a lower socio-economic
status, while some parents dont even want to be involved in school related anything (D. Shelton,
Case Law
This court case took place in the Supreme Judicial Court of Massachusetts, Suffolk and
the court ruled in favor of the defendant in a 5-2 ruling. The background of the case can be
summarized as a the plaintiff, Hancock, taking the Commissioner of Education to court in order to
fight for the right of those schools in poverty to be able to reach the same educational level as the
schools not in poverty. A previous court decision McDuffy v. Secretary was the supporting basis in
this court case. The previous court case found that the Massachusetts school system is responsible
for making sure that all schools within the system are working towards a common set of standards
and that the schools are equip enough to meet those standards. This included the creation of the
Education Reform Act of 1993. The Education Reform Act of 1993 was a reform act that was
created in order to combat the educational opportunity gap between students in poor districts and
students in rich districts. The act provided funding for schools in poor districts in order to fund for
materials needed to close, or minimize, the gap. But in the Hancock court case, there is a problem
with what was previously set in place. The court found out that the school system was at first
providing for this discrepancy between the two sides of the schools, but then the funds provided
LEAVING BEHIND THE UNDERDOGS 15
for the schools in poor districts started to dwindle. This caused an unfair advantage for those
schools in the rich districts, who were able to provide better teachers, better supplies, and better
supporting factors to create the better education. Because of the sharply diminished
Commonwealth revenues there was a cut in the funding for the schools in poor districts, but this
slowly became an increase in the cutting of programs and not providing much of any funding.
Although the city still provides funding for those in poor districts, it is not enough to be able to
support an education equal to that of those in rich districts. In the end, the court found that there
was a need for the education reform to improve but that this was not a case where the Legislature
Commissioner of Education, 2005). This case played an important role in creating a standard for
the Commonwealth to follow in order to ensure that each student in each district, whether poor or
rich, receive what they need in order to have an equal chance at an equal education. Whether it be
providing funds to purchase new textbooks or finding teachers that adequately teach the students
what they need to know. In support of the topic in this paper, this case provides detail that there
needs to be an equal opportunity for students to succeed, no matter what neighborhood or area
they may live in. It also shows that in order to provide an equal education, the city or state may
have to provide the funds and the resources the school system needs.
This court case was conducted in a way that most court cases arent normally conducted.
The case went to the North Carolina Supreme Court and after the ruling, they turned the case back
to Superior Court Judge in order to conduct a trial. This trial would identify if the State had
adequately done their job in providing every student the equal opportunity for a sound basic
education (Duke University: Children's Law Clinic, n.d.). There were several issues that were
LEAVING BEHIND THE UNDERDOGS 16
discussed in this case during the appeal process. The state believed that the court incorrectly
identified: (1) when a student has failed to obtain a sound basic education; (2) causation for any
such proven failure; and (3) the States liability for such failure (Hoke County Board of
Education v. State of North Carolina). Through sufficient evidence, the court is able to determine
that a student has not received a sound basic education if they have not reached Level III or IV
proficiency on their standardized subject tests. With this standard set, the court determines that the
State of North Carolina has not met this standard, and thus has failed to meet the requirement for
providing a sufficient education for students. The evidence presented, showed that the students
who were not receiving the sound basic education werent doing well in subjects such as:
mathematics, English, and history. Another problem brought up through the courts was not only
the graduation rate of students, but out of that graduation rate, how prepared they were for the
jobs that they received. When Hoke County presented the evidence that students were not
prepared for their jobs, one of the employers said that local graduates, are not qualified to
perform even basic tasks that are not needed for the jobs available (Hoke County Board of
Education v. State of North Carolina). This showed the court that the school system was not
preparing the students for life after high school and that they were not providing the necessary
resources for those students to excel. Judge Manning ruled that: (1) every child is entitled to
have a competent teacher; (2) every school must have a competent principal; and, (3) every school
district must have the resources necessary to adequately support these students, teachers and
principals (Duke University: Children's Law Clinic, n.d.). In determining that it was the States
requirement to ensure that every student has the right to an equal education and there must be a
standard set to determine this, it shows that there must be a type of measurement to show when
the goal has been met. And if the goal hasnt been met, this court case ensures that the State must
LEAVING BEHIND THE UNDERDOGS 17
implement and resolve any issues that may come up to distract from the reaching of the equal
opportunity.
Conclusion
In conclusion, through the research seen in this paper it is seen that there may be laws and
reforms in place in order to ensure that each student in the school systems receive adequate and
equal education, but there are still many discrepancies that need to be rectified and noted. There is
a need for more support for the younger children in the school system and even for some of the
older children. For those students who are in a minority or in a household that may be struggling
they need another support system that their family cannot provide. And for those students that
take easier courses because they dont want to be the only student of their race in an advanced
course, they need the encouragement to step out of their comfort zone and explore their interests
free of judgement. If more educational laws were in place and more funding, federally or on the
state level, was provided in order to create programs to help struggling students, the education
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