EARLY CHILDHOOD EDUCATION AND ACHIEVEMENT GAP

Early Childhood Education and Achievement Gap

Early Childhood Education and Achievement Gap

Introduction

African Americans comprise roughly 17% of the enrollment in public schools. although, they constitute about 20% of the scholars in special education, 30% of the scholars in occupational education, 23% of the students in alternative schools, and only 12% of the scholars in gifted and gifted programs. African Americans furthermore make up 10% of the personal school enrollment. Over representation in special education is greatest in the categories of mental retardation, developmental delay, emotional disturbance, deaf-blind, autism, and multiple disabilities (Schmid, 2008).

In compare with the school community nationally, which is concentrated in suburban schools, more than 50% of African American students join built-up schools. On mean, African Americans join schools of smaller value with higher levels of segregation than other assemblies, even though it is 50 years after the Brown v. Board of learning of Topeka, Kansas, decision. In this case, the U.S. Supreme Court demonstrated that schools that were distinct were inherently unequal. African American students report concerns about violence and the availability of drugs, alcohol, and weapons in the schools that they attend in substantially greater percentages than do other ethnic and racial groups (Kao, 2007).

Literature Review

One of the more continual problems in the education arena is the accomplishment gap between African Americans, Latinas/os, and Native Americans on the one hand, and Whites and Asian Americans on the other. On mean, African American scholars go in elementary school with weaker math, vocabulary, and reading abilities than their White equivalent, even after commanding for parents' education grades, and this gap in accomplishment broadens from degrees 1 to 12.

Data Analysis

Significantly fewer African American preschoolers and kindergartners can identify all the colors and alphabet letters, and twice as many African Americans in this age group are diagnosed with learning disabilities compared with their White counterparts. The event dropout rate (i.e., the percentage of students who dropped out of high school in a granted year) for African American students is about 6%, and the rank dropout rate (i.e., the percentage of persons in the community from a certain age group who are not registered in school and have not acquired a high school diploma) for African Americans elderly 16 to 24 is approximately 13%. Dropout rates for African Americans declined considerably from the 1970s, but they stabilized in the late 1990s. In some built-up districts, African American graduation rates are below 50%.

Despite early drops in the educational gap between Whites and Blacks in achievement after the Civil Rights Movement of the 1960s, recent statistics demonstrate that racial and ethnic differences in educational performance continue. Although the racial gap was decreasing, there was a noticeable leveling off after 1988, and, in some years, an increase in the gap between Black and White students. Since the beginning of the 21st century, the gap no longer seems to be increasing, and for some grades and racial and ethnic groups, the gap seems to be decreasing (Schmid, ...