CHAPTER 16 - Education

A disparity in academic performance between different groups of students, especially those defined by race, ethnicity, socioeconomic status, gender, or disability.

The social and economic resources that a student's family provides, including their education level and income.

Refers to the tendency for the achievement gap between wealthy and poor students to widen over time.

A term that encompasses a student's inherent mental abilities, often measured by standardized tests.

Standardized tests that are widely used to assess a student's academic progress and potential.

The rate at which students complete high school and move on to higher education.

The rate at which students are accepted and enrolled in college.

Factors that influence educational outcomes, including social background, intelligence, and access to educational resources.

The ability to solve abstract mathematical puzzles. This is just one type of intelligence, and people who are good at it may not be good at other things.

The idea that there are many different types of intelligence, such as artistic, musical, linguistic, interpersonal, and spatial abilities.

The ability to understand and manage one's own emotions, as well as those of others.

A score on a test that measures reasoning and problem-solving abilities.

A type of intelligence that uses abstract and computational problem-solving.

A type of intelligence that involves using math and other numerical methods to solve problems.

The average IQ score, which is set at 100 points.

It's a difficult concept to fully define and measure, but psychologists often rely on IQ tests as a proxy for overall intelligence.

A common practice in American schools where students are divided into groups based on perceived ability or academic achievement, often leading to different levels of instruction.

Dividing students into groups with different levels of instruction based on perceived ability or achievement.

The process of assigning labels to students based on their academic performance, potentially leading to self-fulfilling prophecies where students live up or down to these labels.

This effect occurs when a person's behavior changes to match the expectations others have of them, reinforcing the original label or stereotype.

This refers to the negative impact of tracking on students, particularly those placed in lower tracks, potentially limiting their opportunities and creating a self-fulfilling prophecy.

The negative effects of tracking, such as limited opportunities and lower expectations, can disproportionately affect students from disadvantaged backgrounds.

A classic study by Jeannie Oakes found that even schools claiming not to track students often employed informal mechanisms to sort students into ability groups, with labels such as 'high ability' or 'low-achieving' emerging.

This refers to the disparities in educational outcomes that can be observed even within a single school, often attributed to factors like tracking, ability grouping, and labeling practices.

A standardized test is a test that all students take under the same conditions. This allows for comparing student performance across different schools and districts.

The No Child Left Behind Act (NCLB) was a federal law passed in 2001 aimed at improving education in the United States. It focused on holding schools accountable for student performance, particularly through standardized tests, and provided funding to schools that met certain standards.

Race to the Top was a competitive grant program implemented by the Obama administration to encourage innovation and reform in K-12 education. States competed for funding based on their plans to improve student outcomes, including closing achievement gaps and increasing graduation rates.

One criticism of NCLB and Race to the Top is that they rely too heavily on high-stakes testing, which can be unreliable and place undue pressure on students and educators.

Another criticism is that these programs fail to address the root causes of low student achievement, such as poverty and lack of opportunities.

Charter schools are publicly funded schools that operate independently from traditional public school systems. They often have more flexibility in curriculum and staffing decisions.

Critics argue that charter schools can weaken public education by draining resources and creating a two-tier system.

The article emphasizes that solving the challenges facing American education will require a multifaceted approach. Education reform alone can't fix complex issues like poverty or lack of opportunity.

The theory arguing that education serves to reproduce social inequalities by maintaining the existing social order and reinforcing class divisions.

The idea that individuals' cultural backgrounds and beliefs influence their educational experiences and outcomes.

Lifelong learning programs designed to cater to older adults, allowing them to pursue educational interests and personal growth.

A knowledge-based society emphasizes the importance of education and continuous learning for economic and social development.

The process of individuals becoming self-directed and responsible for their own learning throughout their lives.

The belief that education should promote human values, development of a well-rounded individual, and personal growth.