The Latino Achievement Gap

Y

6

Achievement Gap; Achievement Gains; Academic Achievement; Hispanic American Students; White Students; At Risk Students; Racial Differences; Low Achievement; Public Education; Educational Change; Teaching Methods; Curriculum; Teacher Attitudes; Administrator Attitudes; Cultural Pluralism; Educational Environment; Barriers; Limited English Speaking; Family School Relationship

1068-3844

In the very near future, Latino students will become the majority in California's public schools and because of their great numbers and presence, the pattern of lackluster academic achievement must be a major concern of teachers, school leaders, and policy makers. Despite having made great strides in narrowing the gap that separated them from their White classmates during the 1960s and 1970s, the academic progress of Latino students declined in the mid-1980s. Although there has been some improvement in the achievement of Latinos during the past three decades, their achievement gains in relation to the achievement of White students has been insignificant. The poor academic achievement of Latino students is indicative of a complex, multifaceted problem that must be addressed because as the Latino student population continues to grow, their poor achievement especially in mathematics and reading has significant implications not only for California's public educational system, but also for the state's and nation's social, political, and economic future. For Latino students to succeed academically, the author suggests that substantial and significant changes in the educational system must be in the offing, especially what is taught, how it is taught, the manner in which Latino students are perceived by teachers and administrators, and the condition of the schools in which Latino students are enrolled. (Contains 2 tables.)

ERIC

36

2012

EJ955929