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Existing discussions of best practices rarely address international law and governments’ obligations to remove learning inequalities, and seldom examine the role of international collaboration. This article introduces these dimensions, encouraging educational leaders and scholars worldwide to collaborate in providing all children equitable education and closing the Global Achievement Gap.",{"@graph":69,"@context":121},[70,84,104],{"@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/developing-a-perspective-on-the-global-achievement-gap-school-leaders-as-international-collaborators/603352/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/developing-a-perspective-on-the-global-achievement-gap-school-leaders-as-international-collaborators/603352.png","ImageObject",300,407,{"name":92,"@type":93},"moss~","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"Why does the article argue that achievement-gap research is incomplete?","Question",{"text":111,"@type":112},"It notes that much scholarship focuses on disparities within particular schools, regions, or nations and largely stays silent on international law, government obligations, and the importance of international collaboration.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"What does the introduction use to illustrate global concerns about achievement gaps?",{"text":116,"@type":112},"It provides examples from multiple countries and contexts, describing educators’ and leaders’ perspectives on equity, partnerships, and strategies that have worked elsewhere.",{"name":118,"@type":109,"acceptedAnswer":119},"How does the article propose closing the Global Achievement Gap?",{"text":120,"@type":112},"By encouraging collaboration between educational leaders and scholars across countries to share strategies that support equitable and adequate education for all children.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},603352,1792096120,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"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":128,"read_time":143},962090895452,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Developing a Perspective  \non the Global Achievement Gap: School Leaders as International Collaborators  \nMichael C. P. Fanning  \nCalifornia State University, East Bay  \nAbstract: In recent years American schools and the scholars who study these schools have become focused on bridging the achievement gap. The scholarly literature is most often focused on the discrepancy in achievement in one school, a region, or perhaps one nation. The literature examining the best practices of schools that have bridged this gap occasionally recounts successful strategies; however, the discussion regarding the achievement gap has been nearly silent regarding international law and the obligations all governments have to remove learning inequalities. In addition, the literaturerarelydiscussesthe importanceofinternationalcollaboration. This article introduces all of these topics, with the purpose of encouraging global collaboration between educational leaders and scholars to meet the challenge ofproviding all children an equitable education in order to close the Global Achievement Gap.  \nIntroduction  \nEducational leaders from many parts of the world are concerned about how to address the achievement gap in their countries as indicated below:  \nVolume 19, Fall 2007 25  \n1. A Pakistani educator who trains school leaders believes that schools in Pakistan which do not have a shared vision and active partnerships with important community members will never be able to bring about sustained school improvement and equity of learning (N. Sherwani, personal communication, January 7, 2007) .  \n2. At an international gathering of 1450 educators and scholars from 40 countries, an editor ofa Chinese/English bilingual journal published in Hong Kong strongly encouraged school leaders and scholars to publish, in this journal, their ideas and research on how we can best prepare educators and school leaders so that critical global issues, such as how to bring about improved educational opportunities for all, can be addressed by sharing what has worked in other parts of the world (K. Ho, personal communication, January 7, 2007) .  \n3. Lincoln Elementary School in Mount Vernon, New York has a population of 66% children of color and 55% of its students are below the poverty level. Interestingly enough, this school does not have an achievement gap. Ninety-nine percent of the school’s fourth graders meet or exceed New York State’s proficiency levels in English, math, and science. Other schools with similar demographics have a 35% achievement gap. According to one ofits teachers, the key to their leadership team’s success is,“First of all, you don’t give up”(Merrow, 2004) .  \n4. A professor of educational leadership from Thailand, after listening to the school improvement strategies mentioned by colleagues from eight countries, said,“We also have a gap between children who are poor and students whose families are middle class, and we are interested in finding out what has worked in other countries to close this gap”(T. Phetmalaikui, personal communication, January 8, 2007) .  \n5. At Phi Delta Kappa’s First International Conference, individuals from many countries attended a session comparing and contrasting the communication techniques effective school leaders use in the Caribbean and in California to create successful partnerships with parents as a strategy to improve their schools (Fanning & Sealy, 2004) .  \nAround the world, school leaders, scholars, and policy makers are beginning to look beyond their own schools and communities to see how  \n26 Educational Leadership and Administration  \nthey might collaborate in a global effort to improve the learning for all students. In this article I examine the American achievement gap, we consider if similar gaps occur in other countries, we discuss the international laws which apply to this issue, and we provide an example of how we can begin to develop international collaboration and partnerships to share strategies which ar","cbCaihwGAaXAe92i","https://ap.wps.com/l/cbCaihwGAaXAe92i","pdf",130465,18,"English","# Abstract\n# Introduction\n## Around the world: educators and policy makers\n# The American Achievement Gap\n# Is There a Global Achievement Gap?","[{\"question\":\"Why does the article argue that achievement-gap research is incomplete?\",\"answer\":\"It notes that much scholarship focuses on disparities within particular schools, regions, or nations and largely stays silent on international law, government obligations, and the importance of international collaboration.\"},{\"question\":\"What does the introduction use to illustrate global concerns about achievement gaps?\",\"answer\":\"It provides examples from multiple countries and contexts, describing educators’ and leaders’ perspectives on equity, partnerships, and strategies that have worked elsewhere.\"},{\"question\":\"How does the article propose closing the Global Achievement Gap?\",\"answer\":\"By encouraging collaboration between educational leaders and scholars across countries to share strategies that support equitable and adequate education for all children.\"}]","Developing a Perspective on the Global Achievement Gap - School Leaders as International Collaborators | PDF",45]