Closing the Achievement Gap: A Vision for Changing Beliefs by Belinda Williams

By Belinda Williams

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By Belinda Williams

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Extra resources for Closing the Achievement Gap: A Vision for Changing Beliefs and Practices, 2nd edition

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As economic inequality worsens and competition for good educational opportunities—such as scholarships, internships, and good jobs—increases, racial discrimination and inequities based on race will be heightened. S. economy is in a deep recession, the challenges of the achievement gap will most likely remain as part of the educational landscape in this country for some 43 02--Chapter 2--25-47 11/24/03 10:26 AM Page 44 C l o s i n g t h e Ac h i e v e m e n t G a p time to come. Educational reformers need to remember this caveat not as an excuse for inaction, but as a component of a call to action that is guided by an “optimism of the heart,” and stems from a deep understanding of positive accomplishments achieved to date in closing the gap.

Meta-analysis of the effects of grade retention, 1990–1999: A basis for moving beyond grade retention and social promotion. The CEIC Review, 10(5), 7–8, 21. , & Asera, R. (1999). Hope for urban education: A study of nine highperforming, high-poverty urban elementary schools. Austin, TX: University of Texas, Charles A. Dana Center. Katzenbach, J. , & Smith, D. K. (1993). The wisdom of teams: Creating the high-performance organization. New York: HarperCollins. Kober, N. (2001). It takes more than testing: Closing the achievement gap.

They administered intelligence tests to 141 adults, along with tests of knowledge in 20 different subject areas. They then examined the relationship between scores on the tests of subject matter knowledge and fluid versus crystallized intelligence. They found little relationship between academic knowledge and fluid intelligence but noted a strong relationship between academic knowledge and crystallized intelligence. As Rolfhus and Ackerman (1999) state, these findings suggest that academic “knowledge is more highly associated with [crystallized] abilities than with [fluid] abilities” (p.

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