achievement gap

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Desegregation linked to closing achievement gap

(Photo courtesy of NNPA Newswire)

Year after year in measure after measure, Black, Latino, and Native American students trail their White peers in educational outcomes. These gaps were at their lowest in 1988, the same year public schools hit peak integration levels – and long-term data shows that this was no coincidence.
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Achievement gap already present at kindergarten

Doing the Math

As early as when children enter kindergarten, there are already significant achievement gaps as a result of socioeconomic status. In fact, socioeconomic status is the single largest factor influencing children’s school readiness, according to Inequalities at the Starting Gate: Cognitive and Noncognitive Gaps among the 2010–2011 Kindergarten Classmates. Continue Reading →

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Public schools foe Better Ed campaigns for school choice

Better Ed billboard as of October 2014

Nearly two years ago a billboard appeared in North Minneapolis that raised quite a few eyebrows. Strategically placed across the street from the Minneapolis Public Schools’ Davis Center at 1250 West Broadway, the billboard declared, “Minneapolis Public Schools spends $525,000 per classroom of 25 students…PER YEAR.”

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Five big steps across the achievement gap

With 10 small, experimental ‘bright spots’ along the way
Earlier this year, Generation Next held a kick-off event at the University of Minnesota to unveil what they believe are the five core initiatives to closing the achievement gap here in the Twin Cities. Curious as to how they intend to attack

these five areas, I took a trip over to headquarters to speak with Executive Director R.T. Rybak and the staff to find out who they are and what they are about. “At the broadest level, Generation Next is a powerful table of people who are coming together saying, ‘We want to be responsible for this. We want to do whatever it takes,’” said Victor Cedeño, director of networks and education policy for Gen Next. Rybak says this initiative began back in 2012, during his final term as Minneapolis mayor, when the African American Leadership Forum (AALF) approached him and others about speeding up the process to close the achievement gap. Continue Reading →

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AGH initiative promises to finally close MN Achievement Gap


Satire is sometimes the best way for a writer to make a point, especially on topics that are simply so foolish as to invite a little constructive ridicule. Such is the case for the following commentary by MSR’s editor-in-chief. It originates from a conversation we had one day in the editorial department about the bewildering variety of people and programs popping up left and right promising to fix the infamous Achievement Gap between Black and White students. There were literally hundreds of initiatives with nearly as many different approaches to the problem. It seemed absurdly complicated. Continue Reading →

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Over 100,000 Black parents are now homeschooling their children




By Dr. Jawanza Kunjufu
Guest Commentator

We hear so much about the plight of Black children and their low test scores. We have not heard that African American children who are homeschooled are scoring at the 82 percent in reading and 77 percent in math. This is 30-40 percent above their counterparts being taught in school. There is a 30 percent racial gap in schools, but there is no racial gap in reading if taught in the home and only a five percent gap in math. What explains the success of African American students being taught by their parents? Continue Reading →

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U of M takes on Minnesota’s school achievement gap — Community organizations collaborate on Northside research

First of a two-part story

By Lauretta Dawolo Towns

Contributing Writer

Last spring’s edition of Connect, a quarterly newsletter of the University of Minnesota’s College of Education and Human Development (CEHD), announced a major initiative to reduce the Black-White achievement gap in Minnesota. Since it was not apparent in the story what role African Americans were playing in this effort, we decided to inquire further. Our question: Given that African American children are least proficient in reading and math (grades 3-12), where are African Americans involved in the U of M’s efforts to close one of the worst achievement gaps between Blacks and Whites in the United States? We began our look into the U of M’s response to the achievement gap with a leadership profile. Professors Michael Rodriguez, associate professor of educational psychology, Campbell Leadership Chair in the College of Education and Human Development (CEHD) and Misty Sato, associate professor of curriculum and instruction and Carmen Starkson Campbell Endowed Chair for Innovation in Teacher Development, were featured prominently in the Connect story as initiative leaders. Continue Reading →

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