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Creating the Opportunity to Learn: Moving from Research to Practice to Close the Achievement Gap, by A. Wade Boykin & Pedro Noguera
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Unless we believe that those who have more are inherently superior to those who have less, we should be troubled by the fact that patterns of achievement are often fairly predictable, particularly with respect to students race and class.
In Creating the Opportunity to Learn, Wade Boykin and Pedro Noguera help navigate the turbid waters of evidence-based methodologies and chart a course toward closing (and eliminating) the academic achievement gap. Turning a critical eye to current and recent research, the authors present a comprehensive view of the achievement gap and advocate for strategies that contribute to the success of all children.
Boykin and Noguera maintain that it is possible to close the achievement gap by abandoning failed strategies, learning from successful schools, and simply doing more of what the research shows is most effective. Success is founded on equity, but equity involves more than simply ensuring students have equal access to education; equity also entails a focus on outcomes and results.
If we want to bring about significant improvements in those outcomes, we have to do more to address the context in which learning takes place. In short, we must create schools where a child s race or class is no longer a predictor for how well he or she might perform.
- Sales Rank: #34289 in Books
- Published on: 2011-09-09
- Original language: English
- Number of items: 1
- Dimensions: 8.90" h x .60" w x 6.00" l, .85 pounds
- Binding: Paperback
- 231 pages
- A. Wade Boykin and Pedro Noguera, Creating the Opportunity to Learn: Moving From Research to Practice to Close the Achievement Gap
From the Inside Flap
"Unless we believe that those who have more are inherently superior to those who have less, we should be troubled by the fact that patterns of achievement are often fairly predictable, particularly with respect to students' race and class."
In Creating the Opportunity to Learn, Wade Boykin and Pedro Noguera help navigate the turbid waters of evidence-based methodologies and chart a course toward closing (and eliminating) the academic achievement gap. Turning a critical eye to current and recent research, the authors present a comprehensive view of the achievement gap and advocate for strategies that contribute to the success of all children.
Boykin and Noguera maintain that it is possible to close the achievement gap by abandoning failed strategies, learning from successful schools, and simply doing more of what the research shows is most effective. Success is founded on equity, but equity involves more than simply ensuring students have equal access to education; equity also entails a focus on outcomes and results.
If we want to bring about significant improvements in those outcomes, we have to do more to address the context in which learning takes place. In short, we must create schools where a child's race or class is no longer a predictor for how well he or she might perform.
About the Author
A. Wade Boykin is a professor and director of the graduate program in the Department of Psychology at Howard University. He is also the executive director of the Capstone Institute at Howard University. Pedro Noguera is an internationally recognized thought leader on addressing issues of equity and diversity in public schools. He is the Peter L. Agnew Professor at New York University s Steinhardt School of Education, the executive director of the Metropolitan Center for Urban Education, and the co-director of the Institute for the Study of Globalization and Education in Metropolitan Settings.
Most helpful customer reviews
15 of 16 people found the following review helpful.
Excellent Resource
By Brandon Schultz
The authors provide a very thoughtful review of the research literature examining the Black-White achievement gap in U.S. public schools. I tracked down several of the original articles that I was unfamiliar with and was pleasantly surprised by the quality of the research. In short, the book provides an easy-to-read road map to some of the best research out there. It is a great resource for anyone interested in this specific topic or educational psychology in general.
I do take issue with a couple of the authors' points, which I'll mention briefly. First, Boykin and Noguera make the popular claim that PISA scores show that U.S. students perform poorly relative to the rest of the world, but this is misleading. When U.S. scores are disaggregated by race, we find that White and Asian students are faring very well relative to other countries, suggesting that our public school system is actually among the best in the world, for those specific subgroups. The problem is that our success is not extended to minority students, so the international gap and the Black-White achievement gap are effectively one and the same. This is an important point because critics of public schools use the aggregated average performance of U.S. students to suggest that the entire institution is failing. It is not. It is failing Black and Hispanic students, and we need to be very clear about that when framing the discussion.
And second, the authors provide examples of successful and unsuccessful school districts late in the book and their descriptions seem to suggest that one of the characteristics of a failing district is teachers "blaming" families or other outside factors. I certainly can't argue with the self-defeating nature of shifting blame elsewhere, but the reality is that schools simply cannot fix all of the issues that lead to poor academic achievement. In many cases it is not a lack of teacher commitment -- most try very hard, sometimes to the point of burnout -- but rather the parents who do not participate in parent-teacher conferences, do not participate in PTA/PTO groups (currently at all-time lows), do not volunteer for school functions, and who bristle at the first mention of property taxes. When parents do get involved it is often to blame teachers for some perceived slight or wrongdoing, often while their child looks on. I find it disappointing whenever this vital discussion seems to dismiss the mesosystemic factors that influence school outcomes. Honesty demands that we acknowledge those things that are within a teacher's control, and those things that require additional supports (e.g., school psychology, school social work, parent organizations, etc).
That said, I cannot recommend this book more highly because it is so rare to find a book with this combination of readability and academic rigor.
4 of 4 people found the following review helpful.
Excellent
By MICHAEL A CLARKE
I found this book very insightful. There are excellent strategies to support students and to ameliorate the effects of stereotype threat which is very important when working with minority students in a majority environment.
2 of 2 people found the following review helpful.
Excellent research
By Gayle U.
This book was a well-researched study of the challenges to effectively educating urban children. The authors also offer sensible recommendations for meeting the challenges.
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