In spite of the fact that both white and minority students showed improvements in the most recent National Assessment of Educational Program scores, the achievement gap between these two groups remains (Mathis 590). According to various researchers and educators, the achievement gap can be attributed to the following causes:
Ineffective school policies such as tracking and the excessive reliance on standardized tests (Burris and Welner 594-8; Mathis 592);
Failure to take into account the effects of larger societal factors such as socioeconomic and personal factors (Mathis 590); and
Stereotypical treatment of minority group students by failing to acknowledge within-group differences (Ramirez and Carpenter 599).
The players who either influence or are affected by this issue of are: students, parents, educators, administrators at the different levels and policymakers.
The following solutions have been proposed by researchers and educators. The pros and cons of each of these solutions will also be identified.
1. Detracking that involved the provision of the enriched curriculum to all students, regardless of race, socioeconomic status or previous achievement (Burris and Weiner 594):
Closed the achievement gap at a school district in New York; and
Produced other positive outcomes such as encouraging students to pursue advanced courses (Burris and Weiner 594-8).
Requires extensive investment of time, resources and commitment of educators and students; and
Requires reversing the entrenched practice of tracking that continues to be widely implemented (Burris and Weiner 596).
2. Ilplementation of a wide range of programs such as early education programs, full-day kindergarten, summer programs, after-school programs and support services:
Addresses societal causes of the achievement gap; and
Reveals the inadequacy of current policies such as the No Child Left Behind legislat
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