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Hanover Research: Closing the Achievement Gap
Research: Closing the Achievement Gap Executive Summary and Key Findings Section I: Reading and Writing
Key Findings Teaching Practices Student Supports
Section II: Mathematics Key Findings Teaching Practices Student Supports
Section III: Science Key Findings Teaching Practices Student Supports
Research: Closing the Achievement Gap Executive Summary: Key Findings (pp. 3 – 5)
Teaching Practices • Interventions can be used to help narrow the achievement
gap for underperforming students in as little as one year. • Schools should focus on reading and writing achievement
early in students’ education to reduce the risk of consistent underperformance in other academic and behavioral metrics.
• In reading and writing in particular, small-group and one-on-one interventions are found to be the most effective for addressing the needs of lower-achieving students.
• Meanwhile, the majority of the rigorous studies that examine the math achievement gap focus on whole-class interventions.
• Technology in science classrooms is disproportionally beneficial for students at the bottom of the achievement gap, especially English language learners.
Research: Closing the Achievement Gap Executive Summary: Key Findings (pp. 3 – 5)
Student Supports • Discussion-based lessons can bolster struggling students’
reading comprehension and writing fluency. • Explicit strategy instruction combined with example-based
learning can help narrow the achievement gap in math. • Lower-achieving students benefit the most from inquiry-
based science instruction. • To be most effective, reading and writing teachers should
be provided with supplementary, dedicated training opportunities.
• Professional development for science teachers should focus equally on scientific content/standards and pedagogic practices.
Research: Closing the Achievement Gap Section I: Reading and Writing (pp. 6 – 23)
Key Findings • Underperforming students can begin to close the achievement
gap in reading and writing in as little as one year. • Students should receive targeted reading and writing support
as early as possible to reduce the risk of consistent underperformance.
• In reading and writing in particular, small-group and one-on-one interventions are found to be the most effective for addressing the needs of lower-achieving students.
• Discussion-based lessons can bolster struggling students’ reading comprehension and writing fluency.
• Districts can largely employ the same strategies for reading and writing students across both primary and secondary grade levels.
• Reading and writing teachers should be provided with supplementary, dedicated training opportunities.
Research: Closing the Achievement Gap Section I: Reading and Writing (p. 23)
Research: Closing the Achievement Gap Section II: Mathematics (pp. 24 – 37)
Key Findings • The majority of the rigorous studies that examine the math
achievement gap focus on whole-class, rather than small-group or individual, interventions.
• Explicit strategy instruction combined with example-based learning can help narrow the achievement gap in math.
• Struggling math students may also benefit from solving math problems using a variety of methods.
• Some studies suggest that student-centered environments—either in school or at home—are particularly beneficial for improving and supporting math achievement.
• Unlike reading and writing interventions, interventions for struggling math students are more equally distributed between primary and secondary school settings.
Research: Closing the Achievement Gap Section II: Mathematics (p. 32)
Research: Closing the Achievement Gap Section III: Science (pp. 38 – 48)
Key Findings • The identified studies largely indicate that science teacher
content knowledge is vital to high-achieving science classrooms.
• Professional development for science teachers should thus focus equally on scientific content/standards and pedagogic practices.
• Lower-achieving students benefit the most from inquiry-based science instruction.
• Technology in science classrooms is disproportionally beneficial for students at the bottom of the achievement gap, especially English language learners.
Research: Closing the Achievement Gap Section III: Science (p. 45)
Exploration
★ Choose one section of the research brief (reading, mathematics, science).
★ Scan your section.
★ Share key details with your table group.
Research: Closing the Achievement Gap Executive Summary and Key Findings Section I: Subgroups
Socioeconomic Race and Ethnicity Language Background Disability Status
Section II: Profiles Extended Learning Project-Based Learning Career Technical Education Teacher Incentive Curriculum Mapping Community-Building Parent Involvement Cultural Awareness
Research: Closing the Achievement Gap Executive Summary and Key Findings (pp. 3 – 4) • Socioeconomic status is a major factor contributing to
student achievement gaps. • Student race/ethnicity, ELL status, and special education
status also account for student achievement gaps. • Strategies for reducing achievement gaps span across
many levels of student support, including the classroom, the school, and the larger community.
• These specific strategies align with the National Education Association’s broader recommendations for closing achievement gaps.
Research: Closing the Achievement Gap Section I: Closing The Achievement Gaps for Student Sub-
groups (pp. 5 – 14) • Socioeconomic status. • Race and ethnicity. • Language background. • Disability status.
Research: Closing the Achievement Gap Section I: Closing The Achievement Gaps for Student Sub-
groups (pp. 5 – 14)
Research: Closing the Achievement Gap Section II: Profiles (pp. 15 – 40)
Research: Closing the Achievement Gap Section II: Profiles (pp. 15 – 40)
Research: Closing the Achievement Gap (p. 16)
Exploration
★Choose one of the profiles (Section II: pp. 15 - 40).
★Scan your section.
★Share key details with your table group.
Achievement Gap: Table Talk
★If our goal is to close the achievement gap, how can we use research to inform our current programs and practices?
★How can this research assist in addressing equity concerns?
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