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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

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ERIC Number: ED458335
Record Type: RIE
Publication Date: 2000-Mar-22
Pages: 18
Abstractor: N/A
Reference Count: N/A
Lags in Minority Achievement Defy Traditional Explanations. The Achievement Gap.
Viadero, Debra; Johnston, Robert C.
Education Week, v19 n28 Mar 22 2000
This second in a four-part series on why academic achievement gaps exist notes that standard explanations for why minority students trail behind non-Hispanic whites are not good enough, suggesting that no single explanation for the gap exists, but instead a multitude of factors are influential. Poverty, though not the single most important cause, is a major contributor. Lack of access to challenging academic courses has a negative effect on minority students. Though peer pressure to not "act white" (achieve academically) does not create achievement gaps, it is an impediment to closing them. Other barriers to achievement include high student mobility, poor teacher quality, parents who do not push their children to achieve, lack of access to preschools, racial stereotyping, academic losses over the summer, low teacher expectations, significant television viewing, and test bias. Students in dire need of good teachers often get the least qualified or least experienced teachers. One solution to this problem may be to raise teacher certification requirements. Korean-American parents typically push their children to achieve, relying on tutors and other supplemental education to eventually win highly competitive college placements. Korean educational values focus on high achievement, afterschool programs, test scores, and homework. (SM)
For full text: reports article.cfm?s lug=gap.htm.
Publication Type: Collected Works - Serials
Education Level: N/A
Audience: N/A
Language: English
Sponsor: George Gund Foundation, Cleveland, OH.
Authoring Institution: Editorial Projects in Education, Inc., Washington, DC.
Identifiers: African Americans; Latinos
Note: Theme issue. For other issues in this series, see