ED-5008 v1

Bradely, K. (2022). The socioeconomic achievement gap in the US public schools. Ballard Brief.
https://ballardbrief.byu.edu/issue-briefs/the-socioeconomic-achievement-gap-in-the-us-public-schools
In this article, the author examines how poverty creates a significant academic achievement gap in U.S. public schools, with lower-income students consistently underperforming compared to wealthier peers due to factors like underfunded schools, poor teacher quality, and developmental delays. This gap contributes to higher dropout rates, limits career opportunities, and perpetuates cycles of poverty. The issue has widespread economic repercussions, costing the U.S. economy hundreds of billions annually.

Cabral-Gouveia, S., Menezes, I., Neves, T. (2023). Educational strategies to reduce the achievement gap: A systematic review. Second Language, Culture and Diversity, 8. https://doi.org/10.3389/feduc.2023.1155741
In this article, the authors present strategies aimed at reducing the achievement gap in education, focusing on marginalized and lower socioeconomic status groups. They suggest targeted interventions, such as improving reading skills and subject-specific tutoring, are highly effective. They also outline broader approaches, including school-wide reforms, community programs, and initiatives addressing the psychological effects of discrimination.

Hanushek, E. A., Light, J. D., Peterson, P. E., Talpey, L. M., & Woessmann, L. (2022). Long-run trends in the US SES—Achievement gap. Education Finance and Policy, 17(4), 608-640.
In this article, the authors analyze long-term trends in the U.S. (SES) achievement gap among student cohorts born between 1961 and 2001. They found that using current strategies, it would take until the latter half of the 22nd century to eliminate the SES achievement gap. The authors emphasize the need for more effective interventions to accelerate this progress

Soland, J., & Sandilos, L. E. (2021). English language learners, self-efficacy, and the achievement gap: Understanding the relationship between academic and social-emotional growth. Journal of Education for Students Placed at Risk (JESPAR), 26(1), 20-44.
This article examines the relationship between self-efficacy and academic performance among English Language Learners (ELLs). Findings indicate that, despite growth in math and reading skills, self-efficacy tends to decline for all students, with ELLs exhibiting significantly lower levels of achievement and self-efficacy than their peers. This suggests a need for targeted interventions to support ELLs in building confidence and improving academic outcomes

Annie E. Casey Foundation. (2024, Jun 19). Pandemic learning loss and COVID-19: Education Impacts. Annie E. Casey Foundation.
The Annie E. Casey Foundation's 2024 KIDS COUNT Data Book highlights significant learning losses among U.S. students due to the COVID-19 pandemic, with unprecedented reading and math proficiency declines from 2019 to 2022. The report attributes these setbacks to factors such as poverty, health challenges, and trauma, which were exacerbated by the pandemic. It warns that without targeted interventions to address these educational gaps, children could collectively face hundreds of billions of dollars in lost future earnings, and the U.S. economy could suffer trillions in diminished activity.

Brown, S. (2023). The achievement gap: The solution. TEDxSDSU. [Video]. YouTube.
https://www.youtube.com/watch?v=POwMTijNgPg
In her TEDx talk, Shawn Brown discusses the persistence of the achievement gap in education and emphasizes the importance of self-image as a key solution. She encourages educators and communities to reimagine education in ways that uplift and empower all students.