Despite 30 years of school reform, the achievement gap between African American students, Latino students, students in poverty and white middle class students persists. Too often, well-meaning teachers, leaders and policymakers inadvertently contribute to the perpetuation of the achievement gap through daily practices. Teresa D. Hill, a practitioner with experience as a teacher and leader in diverse schools, examines the structures, messages, attitudes and beliefs in schools that perpetuate the idea that failure is a default for African American, Latino, and low-income students. She then discusses the practical actions that educators and leaders can take to end failure as a default in their schools. Combatting the Achievement Gap empowers educators and leaders to make meaningful change in the educational outcomes of African American, Latino, and low-income children by addressing structures, messages, attitudes and beliefs that are within educators' sphere of influence. It will be of interest to school and district leaders, teachers, and policymakers seeking to address the achievement gap as well as teacher educators and researchers with an interest in education and social justice.
Preface - Know Better, Do Better Acknowledgements Introduction - No Fault Default Part I - Every Goodbye Ain't Gone Chapter 1 - The Ideology of Inequality The Achievement Gap Ideology Failure as a Default Chapter 2 - Failure and Accountability Table 2.1 Chapter 3 - Signs and Symptoms Identifying Failure as a Default Table 3.1 Experiential Curriculum Audits Chapter 4 - Write the Vision Academic Preparation Classroom/School Environment Exposure, Experiences & Opportunities Expectation Setting and Horizon Expanding Relationships and Interactions Ethical, Social and Emotional Development Part II - A Long Time Coming Chapter 5 - Structures Reading Discipline Intervention Curriculum Personnel Chapter 6 - Messages The Power of Words Planned Communication Unspoken Signals Silence is Deafening Chapter 7 - Attitudes and Beliefs Identity Value Ability Sources of Failure as a Default Belief Systems Bias, Prejudice and Stereotypes Misunderstandings About Growth and Development Misconceptions About Teaching and Learning Unarticulated Societal Beliefs Regarding Public Education Changing the Culture of Belief Chapter 8 - For Policy Makers What Educational Policy Can (and Cannot) Do The Educator's Role in Education Policy Equity vs. Excellence A Word About Money in Education Combatting the Achievement Gap Create Collective Statements of Belief Support Standards of Input Develop Meaningful Measures for Inputs and Outcomes Address the Failure as a Default Cycle Conclusion - Who Succeeds, Who Fails, Who Cares? References
