Those concerned with the progress of America’s education system often view the
Those concerned with the progress of America’s education system often view the achievement gap as the yardstick with which to measure a school’s success or failure. Those who have strived to minimize this gap, like Mayor Bloomberg of New York City, have been left in disarray time and time again when the gap remains implacable.
President Obama, too, has noted this dilemma, saying in a 2009 speech, “Despite resources that are unmatched anywhere in the world […] year after year, a stubborn gap persists between how well white students are doing compared to their African American and Latino classmates.”
Where does this “stubborn” achievement gap really come from?
Some imply that the gap’s causes spring from societal injustices&-i.e. discrimination against minorities. Others spread the blame to parents, teachers, leaders and on rare occasions, the students themselves. But for those who want real, measurable answers to the achievement gap question, the performance of Asian students&-notably those of East Asian extraction&-may provide some solace.
Generally speaking, Asian students perform noticeably well academically, attending college and graduating at very high rates when compared to all other major ethnic groups. Some 42 percent of Asian Americans have at least a college degree, more than any other ethnic group. When viewed in proportion to their total population in the states&-less than 5 percent&-this achievement is staggering.
Though the term “Asian-American” is a blanket category that encompasses many ethnic groups, the overrepresentation of this group is still pleasantly amazing. This phenomenon touches close to home. According to the 2000 census, the percentage of those classified as “Asian” in Riverside and San Bernardino counties was below 5 percent in each, yet UC Riverside has an “Asian/Asian American” demographic of nearly 40 percent.
What differs generally between Asians and other minority groups, and how can the answers help mitigate the achievement gap? It would be foolish to think the answers were facile. Instead of whining and finger-pointing, we ought to instead pull up a chair and ask why and how this success was achieved. Everyone can benefit from knowing the answers.
Some obvious areas of importance are family structure, education-mindedness, and work ethic. Of these and other qualities, many would argue that living in an unbroken, loving home is one of the most important prerequisites before anyone can seriously consider reducing the achievement gap. Many Asian groups, particularly East Asians, set the bar high in such areas. Intact families with significant parental involvement can obviously churn out more college grads than the opposite model. In fact, studies show that children who are products of divorce underperform in school compared to their peers. In short, all Americans&-not just hyphenated Americans or the W.A.S.P. majority&-can benefit from such a structure.
To be honest, though, it is very unclear how all this can be achieved. We need more inquiries about the subject first. What’s obvious is that things that work well should be emulated and their results reproduced. Unfortunately, implementing programs which bolster a steady family structure is easier said than done, particularly when popular media often glamorize the antithesis. Going back to a 1950s-style family structure might seem untenable to modern Americans.
If this article ends on a bum note, many apologies. Whether these assumptions about family are right or wrong, there nevertheless needs to be some serious discussion with our “model minority;” we would all be better off having done so. It would be unfortunate if after finding this reservoir of positive, realistic examples with replicable results, we remained unwilling to put down the blame-pipe we have smoked for so long. If we are serious about addressing the achievement gap, and if we have the answers within our own citizenry, isn’t it about time we step up and ask?
via www.highlandernews.org