Identify a Problem

Opportunity Gaps in American Education: Implementing Equitable Practices to Serve Students

Sample Student

Liberty University

Problem

There are underserved populations of students who are affected by the opportunity gaps in American education. Olszewski-Kubilius and Clarenbach (2014) state that “in some cases, students’ failure to exceed grade-level performance may be due to a lack of access to more rigorous coursework” (p. 104). Research shows that schools with higher populations of African-American and Hispanic students do not have similar access to courses that will prepare them to meet the demands of our global society (Olszewski-Kubilius & Clarenbach, 2014). The distribution of wealth, especially in America, is an essential component and contributing factor to the breadth of the opportunity gaps that exist in our society. Education reform can no longer avoid addressing these opportunity gaps and closing the gaps must start with legislators and communities making a conscious effort to confront the systemic flaws in education (Jacobs, 2013).

Practices, Policies, and Procedures That Have Led to the Problem

Discussions of achievement gaps in American education revealed that not all students have equal access to certain opportunities (e.g., finances for private tutoring and/or standardized test preparation) that prepare students for high levels of academic achievement. Research also suggests that closing opportunity gaps will increase academic achievement for underserved students, but the process must begin with early childhood education. Jacobs (2013) emphasizes the need to “provide high-quality comprehensive services and programs for all children, from birth through third grade, to establish the foundation needed for success in school and life” (p. 46). There needs to be a fundamental shift from the governmental and societal philosophies towards equitable practices that demonstrate the beliefs in the Declaration of Independence “that all people are created equal and have the same opportunities for success” (Milner, 2010, p. 30).

Steps That Have Been Taken to Address the Problem

Although there isn’t one specific strategy or approach to address opportunity gaps in American education, some states and particular school districts have taken steps to meet all students’ needs. For example, Fairfax County (Virginia) Public Schools developed The Young Scholars program as a way to “…[allow] more students to gain exposure to advanced skills and curriculum and [afford] the opportunity for teachers to look for indicators of readiness to move on to more advanced coursework” (Olszewski-Kubilius & Clarenbach, 2014, p. 105). This school district’s deliberate effort to examine students—at an early age—based on qualifying criteria, and to train effective teachers, are approaches that can be considered in regard to serving all students. However, as Jacobs (2013) mentioned, national and local community programs must continue to build momentum in serving students from all backgrounds. State-level approaches are missing from the conversation and perhaps there should be more vertical alignment with national and state-level educational practices.

Importance of the Problem

Opportunity gaps do not benefit our society and this study can help add to the discussion of how educators can start bridging these gaps. The 21st century student must be prepared to compete with scholars in a competitive global market. Therefore, reflective practices and data studies, in each school, may help more students obtain access to educational opportunities that will help them succeed in the marketplace. Student motivation and learning are adversely affected when educators do not identify and remove barriers that hinder academic achievement. Students should believe that regardless of their backgrounds, their schools are will provide them with equitable resources that will assist them with demonstrating their best academic and social achievement. I believe that as an educator, I can continue to seek professional development that focuses on equity and then put my new knowledge into practice to serve all students. For example, when school data supports that minority student populations are underrepresented in rigorous coursework, I can work with my colleagues to form student focus groups to identify specific barriers, remove those barriers, and clear any misconceptions that students may have about advanced courses.

Biblical Worldview Perspective

In Acts 10:34-36 (New Living Translation), Peter is enlightened with the fact that he sees that God does not show favoritism and that He “accepts those who fear him and do what is right. This is the message of Good News for the people of Israel—that there is peace with God through Jesus Christ, who is Lord of all.” This applies to equity for students in American education because our system shouldn’t show favoritism to any type of student. Therefore, our American education system should be reexamined with the intent to identify and remove any inequities that exist and further widen the opportunity gaps for our underserved students. In order to prepare all students to be scholars who can compete in the competitive global market, our education system must reassure our students that they all have access to equitable resources and opportunities. The equitable education will prepare our children to pursue professions in various arenas and to become ambassadors for Christ all over the world, in the competitive global market.

References

Jacobs, G. (2013). Bridging the opportunity gap/Hay que igualar la oportunidad. YC Young Children, 68(5), 46-47,49. Retrieved from http://ezproxy.liberty.edu/login?url=https://search-proquest-com.ezproxy.liberty.edu/docview/1511123816?accountid=12085

Milner, H. R. (2010). Start where you are, but don’t stay there: Understanding diversity, opportunity gaps, and teaching in today’s classrooms. Cambridge, MA: Harvard Education Press.

Olszewski-Kubilius, P., & Clarenbach, J. (2014). Closing the opportunity gap: Program factors contributing to academic success in culturally different youth. Gifted Child Today, 37(2), 102-110. Retrieved from http://ezproxy.liberty.edu/login?url=https://search-proquest-com.ezproxy.liberty.edu/docview/1532147727?accountid=12085