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It reviews evidence that earning and achievement disparities tied to poverty and race persist, then describes how federal investments previously improved access and outcomes. The study analyzes Illinois secondary data for students eligible to take the ACT, comparing AP participation and standardized test performance across race and socioeconomic status to support gap-reduction efforts.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/closing-the-achievement-gap-means-transformation-march-2015/601781/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/closing-the-achievement-gap-means-transformation-march-2015/601781.png","ImageObject",300,407,{"name":92,"@type":93},"ahduag","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-25","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the manuscript focus on?","Question",{"text":112,"@type":113},"It focuses on persistent educational inequity and achievement gaps in K-12 education, especially those associated with poverty and race.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the study analyze in Illinois public high schools?",{"text":117,"@type":113},"It analyzes Illinois secondary data to compare students who completed Advanced Placement (AP) courses with those who did not, using course placement and standardized test score performance.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the manuscript define low-income status for the analysis?",{"text":121,"@type":113},"It defines low-income status using participation in the National School Lunch Program.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601781,1792917312,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},3985747870414,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Closing the Achievement Gap Means Transformation  \nThis manuscript has been peer-reviewed, accepted, and endorsed by the National Council of Professors of Educational Administration (NCPEA) as a significant contribution to the scholarship and practice of school administration and K-12 education.  \nChris Colgren  \nNeil E. Sappington, Chair  \nIllinois State University  \nNCPEA Editorial Advisor: Dr. George Moore  \nEducating students in public schools has never been at a higher priority. As our nation enters the informational-based economy public schools are going to be required to educate far more students at a higher and more rigorous level. As Schlechty (2005) argues, this is something that public schools were never designed to do. Data from Economic Policy Institute indicates that the earning potential of high school dropouts has dropped significantly since 1970. Individuals with advanced degrees earned twice as much as high school dropouts in 1970. Today that earning gap has increased to individuals with advanced degrees earning three times as much as high school dropouts (Wiliam, 2011) . Data indicate that policy reform efforts at the federal level can make a difference. According to Darling-Hammond (2010), federal policies enacted in the 1970s had a positive impact on student achievement.  \nThese investments began to pay off in measurable ways. By the mid-1970s urban schools spent as much as suburban schools and paid their teachers as well; perennial teacher shortages had nearly ended; and gaps in educational attainment had closed substantially. Federally funded curriculum investments transformed teaching in many schools. Innovative schools flourished, especially in cities. Improvements in educational achievement for students of color followed. In reading, large gains in Black students’performance throughout the 1970s and early 1980s reduced the achievement considerably, cutting it nearly in half in just 15 years…However, this optimistic view of equal and expanding educational opportunity, along with the gains from the “Great Society” programs, was later pushed back. Most targeted federal programs supporting investments in college access and K-12 schools in urban and poor rural areas were reduced or eliminated during the Reagan administration in the 1980s. (p. 18)  \nNCPEA Education Leadership Review of Doctoral Research, Vol. 2, No. 1 – March 2015  \nISSN: 1532-0723 © 2015 National Council of Professors of Educational Administration  \nThis manuscript may not be used commercially or edited. When quoting portions of this text, attribution to  \nthe author/s is required.  \nBoykin and Noguera (2011) asserted in today’s society White students have access to superior programs both at school and outside of the educational setting. In addition to the racial divide, the effects of children living in poverty continue to create challenges for public schools. Edmonds (1979) was one of the first researchers to emphasize this point in his Effective School research.  \nInequity in American education derives first and foremost from our failure to educate the children of the poor. Education in this context refers to early acquisition of those basic school skills that assure pupils successful access to the next level of schooling. If that seems too modest of a standard, note that as of now the schools that teach the children of the poor are dismal failures even by such a modest standard. (p. 15)  \nKirp (2013) reported how these statistics have recently increased. Using data from the National Center for Educational Statistics (NCES) he showed that between 2007 and 2011 students living in poverty increased from 17% to 21% . “Add in the near-poor, those barely scraping by, and that figure nearly doubles. For Black and Hispanic youth, poverty is a double whammy”(Kirp, 2013 p.6) . Given this background, the study addressed in the paper sought to analyze the quality of academic programming that was available to White students as compared to students ","cbCairk3yfBBDrWc","https://ap.wps.com/l/cbCairk3yfBBDrWc","pdf",205904,"English","# Introduction\n## Policy context and historical evidence\n# Study Design and Data\n## Illinois dataset and participant characteristics\n## Measures: AP participation, ACT eligibility, test performance\n# Implications\n## Closing achievement gaps and improving outcomes","[{\"question\":\"What problem does the manuscript focus on?\",\"answer\":\"It focuses on persistent educational inequity and achievement gaps in K-12 education, especially those associated with poverty and race.\"},{\"question\":\"What does the study analyze in Illinois public high schools?\",\"answer\":\"It analyzes Illinois secondary data to compare students who completed Advanced Placement (AP) courses with those who did not, using course placement and standardized test score performance.\"},{\"question\":\"How does the manuscript define low-income status for the analysis?\",\"answer\":\"It defines low-income status using participation in the National School Lunch Program.\"}]","Closing the Achievement Gap Means Transformation - March 2015 | PDF",1792093418,25]