Can Technology Span the Achievement Gap?

Getting to school on time, with proper supplies and plenty of rest seems like an easily achieved goal. For many students, it is. These lucky students come from relatively comfortable middle class working homes or even from wealthy homes. However, there are many students that come from lower income families and unique living situations that have considerable challenges to overcome before even arriving at school. These students are often late and display poor attendance records. They are also hungry, sleep deprived, and ill prepared to start a day of constant learning. Additionally, these students might be experiencing negative attitudes from peers and from administration. The resulting difference in test scores and performance for wealthy versus lower income students is called the achievement gap (Anon, 2017).

I have read about the difficulties facing students from poor socioeconomic situations before, but I never truly empathized with those students until I substitute taught at an elementary school. I had a student who regularly arrived an hour or two late and was often a discipline issue that ate up instructional time. I was frustrated by the situation, so I asked the office staff if they knew why the student was often late. Without giving me too many details, they said that they were never sure who was bringing the student or picking up. The student lived with an extended family member, because both parents essentially abandoned the student. Elementary students are completely unable to get themselves to school without busing and someone getting them up and going each morning. This unfortunate student had to wake an uncle and beg to be taken to school. The student missed half the morning and was always playing catch up for the rest of the day. No wonder the student acted out during class. The student was probably suffocating with frustration at a system that was essentially failing him. This is a perfect example of why students start having achievement issues even at a young age.

I know the pathway to solving achievement gap issues is not an easy one. Teachers alone are not going to be able to right the wrongs of a system that does not allow for proper support for lower socioeconomic students. However, I think that teachers can make a large impact in their classrooms and in their communities if they are willing. One article I read about closing the achievement gap showed that school districts that chose to implement individualized plans for learning saw marked improvement in the test scores and performance of the less advantaged students (Lynch, 2016). This is a technique that most teachers apply to some extent in classrooms already. If there was a more widespread and organized approach to this method, I think we would realize even more improvement in achievement. Another suggested plan for closing the achievement gap is year round school (audible grown from some people here). I know most teachers love having a summer break to refresh and spend extra time with their children, but lower income students are losing way too much ground over the breaks. Studies show that the achievement gap widens over the long summer breaks which brings those already challenged students back for the next year even more behind (Lynch, 2016). In districts that have adapted a year round school schedule, all students are able to perform better and form much deeper bonds with the teachers. For lower income students year round school affords them more time to deepen their understanding of difficult subjects and more time to increase art and music skills through school programs. Finally, in- class technology has also been shown to significantly improve the ability to close the achievement gap. Through proper use of differential instruction in various applications, teachers can create lessons that encompass a wider range of learning styles. Students learn better when they are given words and a picture. Some learn better with auditory and visual input. In class technology can bring information to all students with greater variation.

For my own classroom, I want to use these techniques to improve my students’ performance as well. Through more differentiated lesson planning and careful assessment, I believe I can assist my students in improving their skills. I also hope to find the right technology that creates the greatest advantage to my classroom. Lastly, I want to spend the extra time to find the best way to help each student learn. By building better relationships and creating lasting trust, hopefully my students will feel comfortable enough to communicate their needs and problems with me. This communication can then lead to a more personalized learning plan for that individual student. I think that all teachers can make a noticeable difference in the achievement gap as long as we are aware of it and working towards a common goal.

References

Anon (2017). Cdn.nmc.org. Retrieved 27 October 2017, from https://cdn.nmc.org/wp-content/uploads/2017-nmc-cosn-horizon-report-K12-advance.pdf

Lynch, Matthew.Community, H., Engagement, M., 2017, P., potential, H., Student Success in Any Path, I., & Play video games, a. et al. (2016). Creative Ways to Close the Achievement Gap - The Edvocate. The Edvocate. Retrieved 27 October 2017, from http://www.theedadvocate.org/creative-ways-close-achievement-gap/