Tammy Lynne Moore
Michael F. Shaughnessy
Eastern New Mexico University

1) What is the achievement gap, to whom does it apply, and how do we close it?

The achievement gap is the difference between the level of achievement in education for different communities. It applies to everyone, but mostly, it affects minority and low-socioeconomic students. Many see it as the difference in average scores between two groups, but I see it as the difference between the highest and the lowest performing students. After all, our goal is not to be average.

The National Assessment of Educational Progress (NAEP), or "The Nation's Report Card," provides nationwide evidence on achievement gaps. By the end of Grade 4, African-American, Latino, and poor students of all races are two years behind other students. By Grade 8, they have slipped three years behind. When they reach Grade 12, poor and minority students are about four years behind. This means that the average 17-year-old African-American and Latino student is at the same academic level as a 13-year-old white student.

The fact that the academic achievement gap persists between minority and disadvantaged students and their white counterparts is one of the most pressing education-policy challenges our districts and communities face today.

The number one solution to closing the achievement gap is to believe it can be closed. Our mindset as educators is crucial – if we think it's an inevitable problem, we'll never succeed.

The second key to closing the gap is professional development for teachers and administrators. Education is one of the most important jobs in the world, and we need skilled professionals in those jobs. You wouldn't allow a brain surgeon to operate without the best training, and we should expect the same quality of training for teachers.

A third answer is providing universal preschool and full-day Kindergarten to all students. This levels the playing field so all students, no matter their background, get a solid beginning.

2) When you discuss the achievement gap, is the "gap" due to I.Q. differences, family differences, motivational differences or socio-economic differences? Or all of the above?

The achievement gap generally occurs between students from differing socioeconomic backgrounds. We must not forget that every minority group and every socioeconomic classification has children from the full range of IQ levels. Yet, far too many students from minorities or poor homes perform at lower levels so I believe I.Q. has little to do with the gap.Further, I believe that nearly every child can learn to read and to perform math skills.

To be successful today, children must have certain knowledge and even some skills as they enter Kindergarten. Children from more affluent families get those skills either at home or in costly preschool programs. At the same time, many students growing up in poverty do not have the same access to the building blocks of learning to help them succeed.

That's why many think that access to universal preschool is an important way to level the playing field. In this scenario, the children would attend a preschool with an academic focus. This kind of thoughtful learning environment gives its students access to the tools they need, like books. A lot of parents who are from very poor socioeconomic backgrounds don't own books because they themselves are illiterate.

Minority communities face many complex issues that challenge their ability to place education at the top of their priorities. The problems faced by single parents raising children, gaining access to healthcare, language barriers or putting food on the table, for example, at times become a higher priority than education.

We need to find ways to help these parents to help their children, because students with involved parents perform better in school.

3) How does No Child Left Behind (NCLB) affect English Language Learners and their achievement? What about English Language Learners with special needs?

While I support NCLB 99 percent, there are some elements that could be better. For example, the hardest part of NCLB is that it assumes the English language is the only worthy language for the classroom.

Research shows that students who are reading at grade level in their native language take between four and seven years to reach the 50^th percentile in English reading performance.

Many educators wonder: Is testing in English monitoring how well they know the material or how well they read English? While learning English is important, knowledge is knowledge. If Albert Einstein came to this country at 18, he could not have passed the required tests in English.

Unfortunately, many ELL students are misdiagnosed as special needs because of the language barrier, and this often leads to behavioral problems. We must stay flexible enough to ensure we give each child the best education possible.

The positive thing about NCLB in regards to ELL students is that it forces us to disaggregate data so we know how effective we are in teaching these students – we can no longer sweep the issue under the rug. There's no longer such a thing as the invisible child.

4) In your opinion, what types of professional development should teachers receive to help close the achievement gap?

Reading is the key to learning. We now have the necessary research and understanding, and we know how to teach reading effectively. Every elementary teacher should therefore be a reading specialist. They need to be able to identify different needs and methods for differentiating instruction.

Professional development in reading instruction also is important for teachers in middle and upper grades in order to reach struggling readers. We can't assume it's another teacher's problem.

Finally, professional development in diversity is important for all educators. We need to honor other cultures, not ignore them. For example, if you have a student from Thailand, take time to learn about important traditions or holidays. By acknowledging their culture, you form a mutual respect.

5) How do we keep the good teachers that ARE closing the achievement gap and how do we recruit teachers who will be able to close the achievement gap?

First, we need to treat teachers like the professionals they are – by respecting them in the community and offering pay that reflects their importance. For instance, the word for teacher in Spanish is maestro – or master. It clearly is a term of respect.

When I was the superintendent of Clark County in Nevada, we needed to hire about 2,000 teachers a year due to our fast-growing student population. We needed to find ways to attract quality teachers. One way we did this was by creating strong support systems for teachers within the district. For example, every new teacher is partnered with a mentor teacher. And, we held frequent networking meetings for teachers to share best practices.

Ultimately, to find good teachers to close the achievement gap, districts must create an environment that honors teachers and encourages growth.

6) How does a teacher decide whether a student is not making Annual Yearly Progress (AYP) – because the student is an English Language Learner or because the student has special needs, or both?

Today we have excellent tools for determining causes of learning difficulties. For example, CTB/McGraw-Hill now offers an instrument called Las Links that allows teachers to assess language ability and proficiency of English Language Learners so they can accurately place them in the appropriate proficiency level for bilingual or ESL programs or determine if they are ready to exit these programs.

Secondly, benchmarking is key. Ongoing assessment lets you truly see if a student is progressing.

Finally, real-time data is crucial. Data on student progress must drive instruction and if the data is old, teachers can't provide help right when it's needed.

7) In your opinion, which is better: immersion or bilingual education?

Both immersion and bilingual classes have their benefits so it truly depends on the situation and the community. District leaders need to take into account what parents want for their students. Some want their students to be bilingual, but for others, it's not as important.

8) What are some of the problems that schools face in attempting to close the achievement gap? What are some of the problems that urban educators face as opposed to rural educators?

Schools face many challenges in closing the achievement gap. Class sizes sometimes are too big, and kids get lost. School days and/or school years can be too short, not allowing for enough instructional time. Recruiting highly qualified teachers can be difficult.

All of these stem from the number one problem, which is funding. While there is now more education funding than ever before, there's always a need for more.

Today, rural America is becoming more and more similar to urban areas, and our schools face similar challenges. The bottom line is not where you live but the socio-economic background of students.

In both rural and urban schools, America must believe all kids can learn and then commit the time and funds for positive learning environments that proves to children their education is important.

9) Do you think computers and technology will help to close the achievement gap or is technology simply the latest in a bunch of fads?

Technology enhances education, but certainly isn't a panacea. Unfortunately, many schools are behind in technology due to high costs. But when it is available, technology and computers must be a tool in a teacher's toolbox. We must educate kids for the world they live in, and technology is certainly a large component of that.

10) Any last thoughts?

Closing the achievement gap ultimately comes down to our attitudes. We must take responsibility for the problems and encourage solutions. For example, when I was a principal, we used student progress data to determine our weak areas and improve our instruction. More importantly, I think, we also used that data to celebrate our improvements and recognize the teachers' and the students' efforts.