When it comes to reporting on the current state of education, the popular press generally focuses on the “achievement gap,” which refers to the observed disparity on a number of educational measures between the performance of groups of students, generally defined by gender, race/ethnicity, physical ability, and socioeconomic status. The existence of the achievement gap has been clearly demonstrated by standardized testing and recognized by legislatures across the country. Many remedies have been discussed and proposed to close the gap between underperforming school districts and those that are producing students that demonstrate proficiency for their respective grade level. Much less focus has been placed on those schools that are significantly outperforming their counterparts. Schools that may have successfully created an Achievement Culture
In other words, are there any insights that can be learned by answering the less popular question - why do some schools, districts and students consistently outperform (achieve more than) their counterparts? Could it be that these schools and districts are part of an “achievement culture” that places a greater value on both the process of academic learning as well as the rewards of a good education? A review of publically available data may provide some insight into these questions.
Massachusetts elementary students in grades 3 through 8 sit for standardized statewide testing, called the Massachusetts Comprehensive Assessment System (MCAS). Each student’s Math MCAS, once numerically scored, is converted into one of 4 evaluative categories, [Advanced, Proficient, Needs Improvement, Warning/Failing]. In Massachusetts in 2009, across grades 3 through 8 statewide math scores were:
| 2009 Math MCAS Scores Grades 3 – 8 | |
| Score Categories | State – Wide |
| Advanced | 20% |
| Proficient | 33% |
| Needs Improvement | 30% |
| Failing | 17% |
In other words, 53% of students tested were performing at their respective grade level or better . While 47% were either below grade level or failing.
Do you really think you can make a meaningful analysis of educational performance without examining educational method? So far you just seem to be confirming the Coleman Report: demographics are everything. Of course people/families/schools/neighborhoods with a history of achievement have an ‘achievement culture.’ Of course people/families/schools/neighborhoods with a history of failure have a ‘failure culture.’ You can’t change the culture with platitudes, you have to create a history of achievement. In other words, this is bass ackwards.