Running Head: ACHIEVEMENT GAP IN EARLY CHILDHOOD 1
Rakeema Benjamin
Achievement Gap in Early Childhood
Post University
2016
ACHIEVEMENT GAP IN EARLYCHILDHOOD 2
Abstract
There is a problem in early childhood education. Preschool children in the urban areas are
not achieving as well as students in the suburban areas. The project addressed factors that
contribute to the achievement gap by proposing the creation of workshop series. The workshop
series is focus on providing the proper resources needed to parents to address the factors that
contribute to the achievement gap in order to begin closing the gap. The workshops are focus on
introducing the different strategies to parents and caregivers to teach their children how to
achieve academically and become lifelong achievers. The workshops are focus on ways to
nurture and keep children healthy. The workshops are also focus on ways parents and caregivers
can promote cultural diversity in the classroom. The goal for this project is to leave other
professionals with the proper materials in order to conduct workshops that will contribute to
closing the achievement gap.
ACHIEVEMENT GAP IN EARLYCHILDHOOD 3
Problem Statement
There is a problem in early childhood classrooms that targets preschool children. Some
students in early childhood classrooms, in particularly three-to-five year olds, have trouble in
literacy development. Some students show a gap in performance and knowledge, especially
when measured against their peers. An achievement gap is a concept that educators often discuss,
and one that is noticeable and problematic in early childhood education. With cultural diversity
being one of the main factors in the achievement gap in early childhood education, it is important
to provide preschool teachers and students with opportunities to understand cultural diversity in
order to close the achievement gap.
In order to begin closing the achievement gap, it is important to offer preschool teachers
opportunities to build positive relationships with students and families of different cultural
backgrounds. Recent work has highlighted increases in the achievement gap among children of
different diverse backgrounds. Most achievement gaps show up before children attend
kindergarten, so addressing this concern at this level is important. Children in the highest
socioeconomic group scored 60% higher on tests than those of children in the lowest
socioeconomic group (Beatty, 2013). This study also shows that students who did poorly
academically were students who lived in poverty. These preschoolers had teachers who were not
qualified for the position. In today’s society, children of diverse backgrounds enroll in preschool
often lacking support and resources which decreases the chances of mending the achievement
gap. Creating an environment that promote cultural diversity and support educators and students
will contribute to lessening gaps theses children often see.
ACHIEVEMENT GAP IN EARLYCHILDHOOD 4
Review of Literature on Achievement Gap in Early Childhood
There is a large amount of research and literature on the achievement gap among
preschool children. Educators, parents and caregivers are faced with this problematic issue due to
the lack of resources, knowledge and skills, cultural diversity parent involvement and
professional team building. Researchers have documented that throughout the United States there
has been a steady and steep rise in diversity over the last decade. Between the years of 2000 and
2005, there was a 3% drop in the number of white children. At the same time African American
stayed the same, while Latinos rose by 16%. The population of Asians, and Pacific Islanders rose
by 12%. This change in demographics had a huge impact on early childhood education
(Manning & Mitchell, 2009). This change in demographics demonstrated the vast change among
diverse children which contributes to the achievement gap.
What is an Achievement Gap?
An achievement gap is a concept that educators often discuss, and is one that is
noticeable and problematic in early childhood education. This gap targets primarily preschool
students between the ages of three to five who live in urban low-income communities. Recent
work has highlighted increases in the achievement gap among children of different diverse
backgrounds (Slaby, Loucks & Patricia, 2005). It also showed the achievement gap shows up
before kindergarten. Minority Search Institute showed that students who did poorly academically
were students who lived in poverty. In addition, recent studies have shown lack of parent
involvement contributes to the achievement gap (Slaby, Loucks & Patricia, 2005). Research
ACHIEVEMENT GAP IN EARLYCHILDHOOD 5
studies such as Minority Search Institute have since shown probable causes of the achievement
gap.
Achievement Gap among Preschoolers’
Researchers have found that children who attend school with low literacy skills tend to
remain behind their peers as they progress through school which will continue to widen the
achievement gap. In addition, the professionals believe that students who are of diverse
backgrounds are at greater risk (Edmonds, O’Donoguhe, Spano &Algozzine, 2008). In 2000 the
National Assessment of Educational Progress (NAEP) test results showed enriched preschools
makes a difference in schools for children who live in poverty (Slaby, Loucks & Patricia, 2005).
The students were followed for five years from preschool to third grade. The study consist of
children being divided into three groups. The first group was of students who lived in poverty
and attended preschool. The second group poverty- level students who did not attend preschool.
The third group consist of all students who did not attend preschool
(Slaby, Loucks & Patricia, 2005).
The study showed students who lived in poverty that was supported by teachers, parents
and caregivers did exceptionally well throughout their years of schooling. Research also showed
that preschool programs if they are of high quality they can provide an enormous boost that
changes children lives forever (Beatty, 2013). As educators, it is important to acknowledge and
support students who live in poverty. A recent study given by the Minority Search Institute
determined that preschoolers who live in poor living environments with the lack of support
attend kindergarten a full six months behind in rereading skills (Slaby, Loucks & Patricia, 2005).
ACHIEVEMENT GAP IN EARLYCHILDHOOD 6
High quality programs include investment of improving achievement. High quality programs
includes sufficient time, precise targeting, thoughtful focus, and accountability results
(Slaby, Loucks & Patricia, 2005). Acknowledging and supporting students’ allow students’ to
have a greater chance of academic success throughout their schooling.
Factors that contribute to Achievement Gap
Social economic status Beatty (2013) summarizes that social economic status plays a major role
in students’ academic achievement. Research has shown significant amount evidence that
supports the argument that low income families lag behind academically verses students who
families have a higher social economic status. Beatty (2013) also explained in her article that it
is well documented that low income students constantly perform lower on achievement test
scores than their peers .
Cultural Diversity (Rasicot (2012) describes the importance of cultural diversity. Cultural
diversity plays an important role in the early childhood education.
(Souto-Manning & Mitchell, 2009) explained that cultural diversity plays an important role in
early child hood education. Preschool is when children start to recognize differences such as
faces and skin color. They also learn early on that their peers eat different foods, speak different
languages, and dress differently.
(Souto-Manning andMitchell, 2009) explained it is important for early childhood teachers to step
in and be the primary source of support when children attend preschool. In order to do that and
be successful they need to be given ways to promote cultural diversity in the classroom. Teachers
ACHIEVEMENT GAP IN EARLYCHILDHOOD 7
can encourage students to honor and respect one another. Teachers also can allow their students
to bring their home cultures into the classroom (Souto-Manning & Mitchell, 2009). A show and
tell activity could allow students to bring in items that represent their culture such as flags, food,
music, or anything else within reason.
Parent involvement Souto-Manning and Mitchell, 2009 also suggested that parents be included
in cultural diversity activities. Respecting one’s background promotes a healthy learning
environment. Researchers have also shown that parent involvement plays a major role in helping
their children achieve academically Decades of research have shown that provision of higher
quality early childhood programs results in high academic achievement (Geoffrey et.al, 2010).
Research also showed how effective these programs are.
Creative curriculum &programs to help mend the achievement gap - Researchers have
conducted a creative curriculum that promotes cultural diversity. As an educator, it’s important
to construct a curriculum that meets every child’s need and respects their differences. According
to (Dodge, Colker, & Heroman, 2002), it’s important to construct a curriculum that supports the
students and teachers. Creative curriculum help students achieve academically, build social
skills, writing, and letter recognition. One program that helps students build their reading skills is
the Early Reading First Program which services all children who are in an early childhood
program. Recent studies have shown an increase in academic achievement (Rasicot, 2012). The
Creative Curriculum narrows in on four areas of development such as social /emotional,
physical, cognitive, and language. It is the preschool teacher’s responsibility to determine if a
child is merging in all four areas of development (Dodge, Colker, & Heroman, 2002). It is also
the preschool teacher’s job to have an objective and goals established in their curriculum.
ACHIEVEMENT GAP IN EARLYCHILDHOOD 8
Cause of achievement gap
Many may want to know what the causes of the achievement gap are. Researchers have found
out that literacy development, lack of resources unexperienced teachers contribute to the
achievement gap. Literacy development plays a major role in the achievement gap. The famous
theorist Gardner focused on the brain of preschool children and the development. With his
findings he determined that every child’s brain works differently. He also determined that
literacy plays a vital role in early childhood. Researchers also refer to this as cognitive
development (Dodge, Colker, & Heroman, 2002). According to the National Center for
Education Statistics studies have shown from the year of 1990 to 2012 there has been an increase
of preschoolers ranging from ages of 3-5 being enrolled in preprimary programs. This percentage
increased from 59 to 64 percent. In the year of 2012 there also were 21% of school age students
living in poverty. This record was more than the year of 1990 (Institute of Education Sciences,
2014). Researchers also have shown children from disadvantaged backgrounds enter
kindergarten far behind their more advantaged peers and often face continued hardship in
achieving success in school and life. (Rasicot, 2012). Providing proper resources and programs
to preschoolers will enhance their learning while attempting to mend the achievement gap. It is
important for teachers to hold workshops to get to know their students and families on a more
personal level. It is also important to invite parents to come in and participate in the classroom
activities, such as cooking, reading art, and dancing.
Literacy development- Literacy development is one of key factors that plays a role in the
achievement gap. (Rasicot, 2012) explained, that educational programs such as Educare help
build students build their cognitive, social and verbal skills. This program also gives teachers the
ACHIEVEMENT GAP IN EARLYCHILDHOOD 9
proper skills and resources to help students to achieve academic success. Educare promotes a
comprehensive approach to high quality childcare and learning centers (Rasicot, 2012).This
program allows students who are three years old to stay with the same preschool teacher until
they are five years old and ready to go to kindergarten. Research has found out that young
students who spend two years in preschool with the same teacher enter kindergarten with average
and above average social skills. In addition, research has shown that children who attend this
specific program achieve academically throughout kindergarten (Rasicot, 2012). This program
has expanded over the country and will continue to help teachers promote cultural diversity in
the classroom. Preschools provide opportunities and activities that promise learning and skill
building. Lastly, they offer a curriculum that promotes self- expression, confidence and self-
esteem. Children learn in many different ways.
Lack of resources- “Edmonds, O’Donoguhe, Spano &Algozzine (2008) explained” providing
proper resources and programs to preschoolers will enhance their learning “while attempting to
mend the achievement gap. (Geoffrey et.al, 2010).” It is important for teachers to hold
workshops to get to know their students and families on a more personal level. It is also
important to include parent involvement. It is also important to invite parents to come in and
participate in the classroom activities. Another program that help urban students achieve is the
National Association for the Education of Young Children this program aids children and
families in the urban community. NAEYC also supports caregivers and teachers to build a
community where children of all cultural backgrounds can learn and be safe (Cardona, B., &
Jane, S, 2012). Unexperienced teachers- (Gardner, 1993). Educators could strengthen their
student’s intelligence by allowing students to explore and learn on their own. Teachers could
also allow students to help plan weekly activities. Gardner (1993), stated that the theory of
ACHIEVEMENT GAP IN EARLYCHILDHOOD 10
intelligence is based on real life experiences. This is why educators adapt to the theory of
multiple intelligence. In addition, Gardner’s theory of multiple intelligence helped teachers build
a curriculum based on the different types of intelligence. One example, is planning a math
activity that meets the need of every child using the different multiple intelligences. Gardner
(1983), explained that it is wrong to view someone who is good at language or math as
intelligent. There are many ways to view a child’s intelligence, such as music, science and
sports. Gardner (1982), also explained that it is the educator’s responsibility to make children
feel comfortable. This is why as a teacher it is important that a child feel welcomed.
Findings/ changes in the achievement gap
Researchers have found out that living in low income communities contributes to achievement
gap. Children in the highest socioeconomic group scored 60% higher on tests than those of
children in the lowest socioeconomic group (Beatty, 2013). This study also showed that students
who did poorly academically were students who lived in poverty. Researcher also have low-
income communities’ students who attend literacy programs have high academic achievement.
One program that helps students build their reading skills is the Early Reading First Program
which services all children who are in an early childhood program. A recent study was given to
94 preschool students 43 girls and 51 boys 58% percent were African American 21% Hispanic,
13% white, 2% Asian, 3% Native American and 3% multiracial (p.3). The study results
determined preschool children who attended literacy programs in the summer were able to build
on the necessary skills they needed in order to be successful in kindergarten.
ACHIEVEMENT GAP IN EARLYCHILDHOOD 11
Conclusion
Most of the research presented strongly supports the plan of action to close the
achievement gap in early childhood. Evidence of research given has proven with the proper
support and resources this achievement gap can begin to close. The studies have shown high
academic achievement for students who live in low income communities. Although studies have
shown academic success when it comes to students, there is still a huge achievement gap in early
childhood. One problem that remains is schools are still underfunded and lack needed resources.
In the year of 2013, president Obama proposed a “Preschool for All” initiative pledging 75
billion dollars in new federal funding over a period of ten years (Armor & Sousa, 2014). Going
forward, educators need to be able to pinpoint the factors that cause the achievement gap and
address them immediately. Addressing these factors will continue to help students achieve
academically.
Research Design and Methodology
This action research project is going to take a look further into the cause of the
achievement gap among preschool children. A thorough review of literature helped to identify
the factors associated with the achievement gap in urban schools. The research will be given on
preschool children who attend the YMCA Childcare Center in Bridgeport, Connecticut. The
children who attend this program are three-to-five years old. In this center there are six teachers,
one educational specialist, one coordinator, one director and one executive director. There are a
total of thirty six preschool children that is divided evenly into two classrooms. In this preschool
there are three children who meet with a speech pathologist three times a week. There is one
ACHIEVEMENT GAP IN EARLYCHILDHOOD 12
child who receive special service at a different school. This is also referred to as shared
placement.
The design of this project will be a case study approach. The observer will be looking at
the different factors that contribute to the achievement gap at this particular preschool. The
observer will be making observations and taking notes throughout both classrooms. While
observing the viewer will be looking for teachers interaction with parents students, and other
professionals. The viewer will also be looking for parent involvement and interaction with the
children. The observer will be focusing on how children interact among their peers.
The outcome of this project will provide parents and caregivers with the proper resources,
support and skills necessary in order to begin closing the achievement gap. This project will also
implement strategies that will help assist educators in teaching preschool children in the urban
setting. Conducting a significant amount of research will assist in building a strong foundation
with teachers, parents and caregivers and most importantly with students in order to begin
closing the achievement that resides within this preschool. In the future to come, one can only
hope the work of others will continue to help professionals, parents and caregivers to
successfully help children prosper in life.
Evaluation and Assessment of the Project
The project will consist of building a pilot program that encourages parents/ caregivers to
be involved in preschool children learning. The educator will be conducting semi-monthly
Saturday workshops (6-8 a year). The educator would be using power points and handouts. The
professional’s work will go before a panel of experts. The professional will then gather feedback
ACHIEVEMENT GAP IN EARLYCHILDHOOD 13
from the experts. The first month the educator will conduct a workshop on the introduction of
why it is important that parents/ caregivers meet with educators. Then the second month the
professional would talk about team building. As the educator conduct these workshops, he or she
would be making observations, gathering data, and meeting with other educators and
administrators. These workshops are important because it will demonstrate how important it is
for parents/caregivers and educators to work together as a team. These workshops will also give
parents/ caregivers the opportunity to begin to mend the achievement gap.
Self- Evaluation
The process of the self-assessment was challenging and tedious. While conducting this
project one must keep in mind that all elements of the project should be met before implementing
it and submitting it to a panel of experts. The process of this project reflect on the past
experience throughout the Masters of Education program. This project show signs of
developmental growth throughout the course of this education program at Post University. With
the knowledge and skills of the education program, the author have since created a project that
complement the work of the capstone project. Along with the knowledge and skills of this
project a panel of experts gave input on the style and content of this project.
The executive director of the YMCA Childcare Center reviewed the material and content
of this project and felt that this project was well designed with a lot of effort put into it. One
question was whether she believes that there is an achievement gap in preschool. The executive
director agreed that there is definitely an achievement gap within the preschool setting. The
executive director did mention how important it is to encourage families to be an active
ACHIEVEMENT GAP IN EARLYCHILDHOOD 14
participant in their child’s preschool. She also explained that it is important for teachers to
educate their parents. Educating parents and caregivers will help students achieve their goals.
The director of the Early Childhood program also acknowledges that there is an
achievement gap; therefore, she recommend to add parents and caregivers to the creative
curriculum. Another question that was asked was should the semimonthly meetings continue.
She agreed that the semimonthly meetings should continue throughout the year. The director also
expressed the interest in helping the teachers and families work together to build positive
relationships that will help their child succeed. The director also explained that teachers should
make themselves accessible to communicate with parents and caregivers. The director
recommend this be done by phone, email, or the preschool app. She also mentioned that
promoting positive relationships teaches children how to respect their peers and teachers.
The educational specialist of the YMCA Childcare Center, was asked whether she
believe parent and caregiver involvement has a huge impact on child development. The
educational specialist quickly answered yes. The next question was whether she believe this is a
big issue among preschools. The specialist explained that parents and caregivers lack the support
they need in order for their child to succeed. After reviewing my project, she explained that she
will assist the staff in any way she could to make sure the teachers and parents are both on track
when it comes to parent involvement. The educational specialist recommended that teachers use
the family engagement tool kit. The family engagement tool kit is a road map to children and
families success. The family kit also include a family engagement checklist and a teacher and
parent/ caregiver provider packet. This tool will contribute to helping educators and families to
begin building positive relationships that will contribute to closing the achievement gap.
ACHIEVEMENT GAP IN EARLYCHILDHOOD 15
In the rubric there are four categories listed:
Emerging- shows signs of understanding but still lacking the necessary skills in order to successfully complete the project.
Proficient- shows a substantial amount of understanding bust still lacking the necessary skills in order to successfully complete the project.
Mastered- Has successfully met all requirements in order to successfully complete the project.
Unacceptable- Shows no signs of understanding the necessary skills in order to successfully complete the project.
Self-Assessment
ElementProcess:
Emerging1
Proficient2
Mastered3
Unacceptable0
Total
Adhered to schedule and timeline of project
Frequent communication with instructor Drafts submitted at a timely manner for revision. Engaged in weekly discussions.
3
Optimum Growth
Project demonstrates process overtime knowledge and skills throughout the Med. program
3
Professional Skills & Attributes
The student present prior and new skills to successfully conduct project
3
Product:
Project show dedication and hard work that successfully demonstrates the completeness of project.
Individual contribute hard work dedication to meet the necessary requirements in order to successfully complete project. This include meeting set goals within the Med.
3
ACHIEVEMENT GAP IN EARLYCHILDHOOD 16
Program. Project exhibits a clear overview of master level work
Individual demonstrates the proper knowledge and evidence to support project.
2
Delivery of presentation Project requires a tremendous amount of work along with extensive amount of research.
Student contributes time and effort to properly research materials associated with project.
2
Abstract & content
The abstract describes the project in brief detail. The content of the paper is fully developed.
3
Writing style APA format
The paper is properly written using APA format.
2
Layout of project
The presentation is organized and the power point is fully developed and can easily be applied and lectured at any of the monthly workshops.
3
Citations Citations and references are correctly formatted
2
Project ready for review by panel of experts
Project is neatly presented to the panel of judges. The project will be accessible digitally through PowerPoint. It will also be available on PLE (Personal Learning Environment
2
ACHIEVEMENT GAP IN EARLYCHILDHOOD 17
website). Total
28/33
ACHIEVEMENT GAP IN EARLYCHILDHOOD 18
Discussion and Reflections
Prior to attending this M.Ed. program, I knew I wanted to advance in the field of
education. I also knew I wanted to make a difference in children lives and not by just being a
preschool teacher. I knew I wanted to be the voice that speaks for every child no matter their
cultural background. I also knew I wanted to be an advocate for closing the learning achievement
gap. Since I have been enrolled in this program, I have to say it has been a long journey. I am
pleased to say, this journey is about to be over. This journey has been exciting, interesting,
challenging, and stressful and this list just continues on. Despite of all the mixed emotions I
experienced I have to say it was all worth it.
The implementation of this capstone project was challenging. Although this project was
challenging so much learning took place throughout this journey. This project has made me
stronger as a learner than I ever was before. I see learning through a different lens. I have
improved tremendously as a student and teacher. Throughout implementing this project my
critical thinking skills enhanced. The knowledge that I have learned from this project is being
reciprocated into my preschool classroom. This project encouraged me to be creative and
problem solver. Most importantly, this project has helped me come up with different strategies to
meet the needs of every child in my classroom.
ACHIEVEMENT GAP IN EARLYCHILDHOOD 19
The capstone project demonstrated the following Core Program Outcomes.
Students will develop a vision for the future of education, a personal critical and
creative perspective on issues and changes in education, and several means to
adapt to future realities.
A vision of closing the achievement gap among preschool children. This project focus on
ways to assist educators, parents and caregivers in helping children reach optimum growth. This
project implemented different teaching and learning strategies in order to begin closing the
achievement gap.
Students will demonstrate an understanding of creativity and innovation as
applied to education.
The project demonstrate creativity that allows educators, parents and caregivers to form activities
that fits the needs of every child. This include cultural diversity, language and literacy and
sorting activities.
Students will develop and demonstrate leadership thinking in critical areas of
interest within their field.
The project allow educators to host semimonthly Saturday workshops. This project also allow
professionals to critically think and come up with ideas relating to early childhood education.
Students will be able to design and develop curriculum using models of
curriculum design such as understanding by design.
Curriculum designed by the student that meet the needs of every child in the preschool
classroom. The curriculum promotes cultural diversity and parent and caregiver involvement .
ACHIEVEMENT GAP IN EARLYCHILDHOOD 20
The curriculum have different strategies that teachers can use in order to successfully teach a
lesson. The developed curriculum demonstrate ways professionals can continue to promote a
quality learning environment. The curriculum also promotes intentional teaching and learning.
Observations and assessments have all been incorporated in the curriculum in order to practice
intentional teaching . Positive feedback from peers, and experts also contributed to successful
completion of curriculum used to conduct this project.
Students will be able to use selected advanced instructional strategies
appropriate for specific learning outcomes.
The learner used several strategies in order to successfully accomplish learning outcomes.
Research was conducted in order to analyze and present substantial amount of evidence of the
achievement gap among preschool children. Technology also play a major role in the success of
learning outcomes. Purposeful activities also contribute to successful learning outcomes. The
student was able to conduct a workshop using a power point. Advance instructional activities
allow educators, parents and caregivers, and preschool children to learn through experiences.
Students will be able to apply a variety of formative and summative assessment
strategies to evaluate and improve teaching & learning.
The student conducted serval observations and recorded data of the educators and students
progress. The student also used a checklist to determine the growth of the students’ progress. The
students growth was also based on the State of Connecticut performance standards. The students
growth was also recorded on the State of Connecticut Early Childhood website. The teachers and
parents and caregivers have access to these assessments.
ACHIEVEMENT GAP IN EARLYCHILDHOOD 21
The Post University program has helped me in many of ways. Prior to attending this
program I had limited knowledge. I am proud to say, I have successfully learned enough of
information to be successful as an educator and administrator. My experience in this program
have been phenomenal. I have learned to think outside the box and not be afraid to express my
passion of learning teaching. I have learned several strategies that I have since implemented in
my preschool classroom. One strategy being cultural diversity. Cultural diversity plays a huge
role in the world of education. I also learned to appreciate differences over the past three years I
have learned so much from my online peers. I appreciate the feedback that was given to me to
help me become a better learner.
The Master of Education program taught me how to be a lifelong learner and achiever. I
want to take the knowledge that I have learned and work for the board of education. I want to
continue to work towards closing the achievement gap and educating others. I want to teach
others how important it is to close this learning gap. I also want to incorporate programs in the
urban areas that will help children succeed academically. I also want to build a strong foundation
that will give parents and caregivers the necessary support to help their children to succeed. I
plan on taking what have learned and applying my expertise to brighten the world of education.
ACHIEVEMENT GAP IN EARLYCHILDHOOD 22
References
Armor, D., & Sousa, S. (2014). The dubious promise of universal preschool National Affairs, 1-
15.
Retrieved October 12, 2014.
Beatty, A. (2013). Schools alone cannot close achievement gap. Education Reform, 1-8.
Retrieved October 12, 2014.
Cardona, B., & Jain, S. (2012). Home-School Relationships: A Qualitative Study with Diverse
Families. The Qualitative Report, 17(70), 1-20. Retrieved September 12, 2014, from
http://www.citationmachine.net/apa/cite-a-journal/create
Dodge, D., Colker, L., & Heroman, C. (2002). The Creative Curriculum (4th ed.)
Washington, DC: Cataloging-in Publication.
Edmonds, E., O’Donoghue, C., Spano, S., & F., R. (2009). Learning When School Is
Out. The Journal of Educational Research, 102(3)213-222.
Retrieved October 1, 2014, from http://eds.a.ebscohost.
Gardner, H. (1982). Art, mind and brain. New York: Basic Books.
Gardner, H. (1983). Frames of mind. New York: Basic Books.
Gardner, H. (1993a). Multiple intelligences: The theory in practice. NY: Basic Books.
Geoffroy, M., Cote, S., Gigure, C., Dionne, G., Zelazo, P., Tremblay, R., ... Seguin, J. (n.d.)
ACHIEVEMENT GAP IN EARLYCHILDHOOD 23
(2010). Closing the gap in academic readiness and achievement: The role of early
childcare. Journal of Child Psychology and Psychiatry, 51(12), Pp 1359–Pp13591367.
Retrieved October 12, 2014, from doi:10.1111/j.1469-7610.2010.02316.x
Rasicot, J. (2012, November 7). Educare preschools set out to erase achievement
Gaps. Education Week, 32(11), 14-15.
Souto- Manning, M., & Hanson Mitchell, C. (2009). The role of action research in fostering
culturally-responsive practices in a preschool classroom. Early Childhood Education
Journal, 37(4), 269-277. Retrieved October 1, 2014, from doi:10.1007/s10643-009-0345-9
The Condition of Education. (2014). Institute of Education Sciences. Retrieved
September 13, 2014,Retrieved from http://nces.ed.gov/programs/coe/indicator_cfa.asp
ACHIEVEMENT GAP IN EARLYCHILDHOOD 24
Appendix A
Problem Statement
There is a problem in early childhood classrooms that targets preschool children. Some students
in early childhood classrooms, in particularly three-to-five year olds, have trouble in literacy
development. Some students show a gap in performance and knowledge, especially when
measured against their peers. An achievement gap is a concept that educators often discuss, and
one that is noticeable and problematic in early childhood education. With cultural diversity being
one of the main factors in the achievement gap in early childhood education, it is important to
provide preschool teachers and students with opportunities to understand cultural diversity in
order to close the achievement gap.
Learners
The project will focus on professionals, parents and caregivers and students. The project will
demonstrate ways teachers can provide the proper resources necessary to parent and caregivers
in order to help students achieve.
Learning Objectives
Ways educators, parents and caregivers can help students achieve.
What are the proper resources necessary in order to support families ?
How important is family involvement ?
ACHIEVEMENT GAP IN EARLYCHILDHOOD 25
Different strategies educators can use in order to begin closing the achievement gap
among the urban areas.
Week1 Week2 Week3 Week4
Begin preparing for my final project
Make sure I have addressedPotential solutions to the problem at hand
Continue to analyze and find research supportive studies
Be sure to be using the right methods to conduct capstone project
Checking for any additional resources needed for final project
Be sure there is a clear introductionThat include 2 themes
Make sure there is enough supportive data
Quantitative /qualitative research data
Include additional resources Make sure I have corrected documents in my portfolio
ACHIEVEMENT GAP IN EARLYCHILDHOOD 26
Week5 Week6 Week 7 Week8
InterviewsSurveysObservation note taking
Review recorded data Review of documentedMaterial
Continue to put completed assignments in portfolio
Continue to collect data Make sure all aspects of the project is completed
Make correction to project plan if necessary
Capstone final project reviewed by experts
Final project completed
Appendix B
The project would research the following question:
ACHIEVEMENT GAP IN EARLYCHILDHOOD 27
1. How can educators assist parents and caregivers to help their children succeed and
become lifelong achievers?
Appendix C
ACHIEVEMENT GAP IN EARLYCHILDHOOD 28
Appendix D
ACHIEVEMENT GAP IN EARLYCHILDHOOD 29
Appendix E
ACHIEVEMENT GAP IN EARLYCHILDHOOD 30