1Running head OPPORTUNITY GAPS IN AMERICAN EDUCATION2.docx

1Running head OPPORTUNITY GAPS IN AMERICAN EDUCATION2.docx

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  1 Running head: OPPORTUNITYGAPS IN AMERICAN EDUCATION 2 OPPORTUNITY GAPS IN AMERICAN EDUCATION Opportunity Gaps in American Education: Implementing Equitable Practices to Serve Students Sample Student Liberty University Problem There are underserved populations of students who are affected by the opportunity gaps in American education. Olszewski- Kubilius and Clarenbach (2014) state that “in some cases, students’ failure to exceed grade-level performance may be due to a lack of access to more rigorous coursework” (p. 104). Research shows that schools with higher populations of African- American and Hispanic students do not have similar access to courses that will prepare them to meet the demands of our global society (Olszewski-Kubilius & Clarenbach, 2014). The distribution of wealth, especially in America, is an essential
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  component and contributingfactor to the breadth of the opportunity gaps that exist in our society. Education reform can no longer avoid addressing these opportunity gaps and closing the gaps must start with legislators and communities making a conscious effort to confront the systemic flaws in education (Jacobs, 2013). Practices, Policies, and Procedures That Have Led to the Problem Discussions of achievement gaps in American education revealed that not all students have equal access to certain opportunities (e.g., finances for private tutoring and/or standardized test preparation) that prepare students for high levels of academic achievement. Research also suggests that closing opportunity gaps will increase academic achievement for underserved students, but the process must begin with early childhood education. Jacobs (2013) emphasizes the need to “provide high-quality comprehensive services and programs for all children, from birth through third grade, to establish the foundation needed for success in school and life” (p. 46). There needs to be a fundamental shift from the governmental and societal philosophies towards equitable practices that demonstrate the beliefs in the Declaration of Independence “that all people are created equal and have the same opportunities for success” (Milner, 2010, p. 30). Steps That Have Been Taken to Address the Problem Although there isn’t one specific strategy or approach to address opportunity gaps in American education, some states and particular school districts have taken steps to meet all students’ needs. For example, Fairfax County (Virginia) Public Schools developed The Young Scholars program as a way to “…[allow] more students to gain exposure to advanced skills and curriculum and [afford] the opportunity for teachers to look for indicators of readiness to move on to more advanced coursework” (Olszewski-Kubilius & Clarenbach, 2014, p. 105). This school district’s deliberate effort to examine students—at an early age—based on qualifying criteria, and to train effective
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  teachers, are approachesthat can be considered in regard to serving all students. However, as Jacobs (2013) mentioned, national and local community programs must continue to build momentum in serving students from all backgrounds. State-level approaches are missing from the conversation and perhaps there should be more vertical alignment with national and state-level educational practices. Importance of the Problem Opportunity gaps do not benefit our society and this study can help add to the discussion of how educators can start bridging these gaps. The 21st century student must be prepared to compete with scholars in a competitive global market. Therefore, reflective practices and data studies, in each school, may help more students obtain access to educational opportunities that will help them succeed in the marketplace. Student motivation and learning are adversely affected when educators do not identify and remove barriers that hinder academic achievement. Students should believe that regardless of their backgrounds, their schools are will provide them with equitable resources that will assist them with demonstrating their best academic and social achievement. I believe that as an educator, I can continue to seek professional development that focuses on equity and then put my new knowledge into practice to serve all students. For example, when school data supports that minority student populations are underrepresented in rigorous coursework, I can work with my colleagues to form student focus groups to identify specific barriers, remove those barriers, and clear any misconceptions that students may have about advanced courses. Biblical Worldview Perspective In Acts 10:34-36 (New Living Translation), Peter is enlightened with the fact that he sees that God does not show favoritism and that He “accepts those who fear him and do what is right. This is the message of Good News for the people of Israel—that there is peace with God through Jesus Christ, who is Lord of all.” This applies to equity for students in American
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  education because oursystem shouldn’t show favoritism to any type of student. Therefore, our American education system should be reexamined with the intent to identify and remove any inequities that exist and further widen the opportunity gaps for our underserved students. In order to prepare all students to be scholars who can compete in the competitive global market, our education system must reassure our students that they all have access to equitable resources and opportunities. The equitable education will prepare our children to pursue professions in various arenas and to become ambassadors for Christ all over the world, in the competitive global market. References Jacobs, G. (2013). Bridging the opportunity gap/Hay que igualar la oportunidad. YC Young Children, 68(5), 46-47,49. Retrieved from http://ezproxy.liberty.edu/login?url=https://search- proquest- com.ezproxy.liberty.edu/docview/1511123816?accountid=12085 Milner, H. R. (2010). Start where you are, but don’t stay there: Understanding diversity, opportunity gaps, and teaching in today’s classrooms. Cambridge, MA: Harvard Education Press. Olszewski-Kubilius, P., & Clarenbach, J. (2014). Closing the opportunity gap: Program factors contributing to academic success in culturally different youth. Gifted Child Today, 37(2),
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  102-110. Retrieved from http://ezproxy.liberty.edu/login?url=https://search-proquest- com.ezproxy.liberty.edu/docview/1532147727?accountid=12085 Runninghead: OPPORTUNITY GAP S IN AMERICAN EDUCATION 1 Opportunity Gap s in American Education : Implementing Equitable Practices to Serve Students Sample Student
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  Liberty University Running head:OPPORTUNITY GAPS IN AMERICAN EDUCATION 1 Opportunity Gaps in American Education: Implementing Equitable Practices to Serve Students Sample Student Liberty University Written Assignment: Identify A Problem Directions: Identify a Problem This assignment must be 900 words. For this assignment, there must be a title page, abstract, and a reference page with at least five scholarly references in APA format. Topic: Choose a problem that is significant to teaching and learning.
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  Identify a problemin education regarding this topic. Since the topic is very broad, explore any area that aligns with this topic. The problem should be one that you are very interested in finding out more about because this problem will be the focus of the paper and all of the other parts of the paper will be centered on this problem. It must be a problem that others have stated needs further research and can be generalized across the entire field. DO NOT CHOOSE A PROBLEM THAT IS SPECIFIC TO ONE SCHOOL OR ONE INSTITUTION. Write a 800-word paper (body of the paper) on the problem you have identified. Areas to address that will be the headings for the paper. (1) Problem-In this section, explain what the problem is (how it has been exposed) and why it is something that needs to be further studied and researched (how it has been identified as a problem). Any problem that a researcher wants to study, must be a problem that has been identified in the research as needing further study. This can be found by looking at the existing literature on the topic/problem and see what is missing or what has been identified as needing further study. At the end of every dissertation, and many research-based articles there is a section dedicated to what is needed to further study the topic/problem. These are excellent resources to check and read through for ideas on topics and problems for research studies. (2) Practices, Policies or Procedures That Led to the Problem-In this section, explain what has brought this problem to light causing it to need to be studied. What has happened that has created this problem? Think of this as the “why this is so important to educational research” section of the paper. (3) Importance of the Problem -In this section, discuss how this problem is significant to teaching and learning. Explain previous ways the problem has been addressed in the past. If there is little to no research on the problem (and it is highly unlikely that there will be no literature at all relating to the
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  problem) then explainthis in this section. Talk about the missing parts of the research that lead you to explore this problem. (4) Steps Taken to Address Problem-In this section, explain what steps, if any, have already been taken to address the problem. Describe previous ways the problem has been addressed in the past. If there is little to no research on the particular problem (and it is highly unlikely that there will be no literature at all relating to the problem) then explain this in this section. Talk about the missing parts of the research that lead you to explore this problem and share your ideas for resolving the problem. You may use first person in this section only. (5) Biblical Worldview-In this section, offer a biblical worldview perspective on the problem. Explainwhy the resolution of the problem is important as it relates to scripture and your Biblical worldview.