Learning goals that establishes what students should know and be able to do at each grade level and it ensures that high school graduates are prepared to enter college or careers (Rowan et. al, 2022 AU72: The in-text citation "Rowan et. al, 2022" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ).
Published in Chapter:
Diversity in the Classroom: Building Bridges and Breaking Barriers Among Minority Students
Wykeshia W. Glass (North Carolina Central University, USA), Desiree G. Hickman (Sam Houston State University, USA), and Shanika S. Byars (Sam Houston State University, USA)
Copyright: © 2023
|Pages: 20
DOI: 10.4018/978-1-6684-5705-4.ch005
Abstract
Each day in schools throughout the United States, students from diverse racial and ethnic backgrounds go into schools pursuing their right to a free and equitable public-school education. Due to the flourishing diversification of the United States, and the expanding immigrant refugee populations, the need for an educational system that provides all students with equal access to success in school is imperative. In urban areas, primarily those with minority and low-socioeconomic status students, continue to fall far behind their suburban white non-low socioeconomic status counterparts in terms of academic achievement. Students from low socioeconomic status backgrounds, primarily minority, within urban K12 school districts are struggling to meet the academic expectations in the United States. The authors seek to provide information that informs educators and policy makers on the history of the school system, educational policy and curriculum, and strategies and solutions that assist in closing the achievement gap for students of diverse backgrounds.