What influence has assessment had in uncovering the “achievement gap”?
What will be an ideal response?
Ans: For example, An important stimulus is the fact that districts are increasingly required to provide student performance data that is disaggregated, or separated according to a variety of categories. These categories may include gender, race and ethnicity, language, and socioeconomic status. In many instances across the country, there are major discrepancies between the performances of Caucasian students and students of color, and between boys and girls. These discrepancies are referred to as the “achievement gap.” As districts collect this data, a next step has been for educators to engage in conversations at the school and grade levels about the data and instructional strategies that need to be undertaken to close the achievement gaps. Close monitoring, through the use of additional assessments, of the impact of the strategies on student performance should result in the student’s increased capacity, or recommendations for additional supports.
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