[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-585457-105":59,"doc-detail-585457-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","rebuilding-the-ladder-of-educational-opportunity-introduction-and-terminology","Rebuilding the Ladder of Educational Opportunity - Introduction and Terminology","","Rebuilding the Ladder of Educational Opportunity examines persistent disparities in education by focusing on opportunity gaps rather than achievement gaps. It contrasts system inputs with academic outcomes and explains how factors such as race, ethnicity, socioeconomic status, English proficiency, community wealth, and family circumstances shape educational aspirations, achievement, and attainment. The report highlights how inequities in resources, expectations, educator access, and discipline practices affect students’ readiness and long-term experiences, and it presents this work as a search for real-world solutions.",{"@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/rebuilding-the-ladder-of-educational-opportunity-introduction-and-terminology/585457/",{"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/rebuilding-the-ladder-of-educational-opportunity-introduction-and-terminology/585457.png","ImageObject",300,407,{"name":92,"@type":93},"Alex Sinclair","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the report mean by “opportunity gaps”?","Question",{"text":112,"@type":113},"“Opportunity gap” refers to ways that factors such as race, ethnicity, socioeconomic status, English proficiency, community wealth, familial situations, or other conditions contribute to or perpetuate lower educational aspirations, achievement, and attainment for certain groups of students.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How are opportunity gaps different from achievement gaps?",{"text":117,"@type":113},"Achievement gaps describe persistent differences in academic outcomes measured by metrics such as test scores, grades, course-taking, and graduation rates. Opportunity gaps focus on the inputs of the education system—what students arrive with—rather than the outputs.",{"name":119,"@type":110,"acceptedAnswer":120},"Which factors does the report identify as shaping opportunity gaps?",{"text":121,"@type":113},"The report points to race and ethnicity, socioeconomic status, English proficiency, community wealth, family circumstances, and other background conditions, including access to qualified educators, time spent reading, vocabulary exposure at home, preschool quality, and technology access.","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},585457,1792061839,{"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":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1099523882182,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Rebuilding the Ladder of Educational Opportunity  \nNational Network  \nof State Teachers of the Year  \nA report funded by the W.K. Kellogg Foundation  \n“If the ladder of educational opportunity rises high at the doors of some youth and scarcely rises atthe doors of others, while at the same time formal education is made a prerequisite to occupational and social advance, then education may become the means, not of eliminating race and class distinctions, but of deepening and solidifying them.”  \nPresident Harry S. Truman (1947)  \n“If the rungs on the ladder are getting further apart  \n—which they are, with growing income inequality  \n—then it may become a lot harder to climb that ladder.”  \nIsabel Sawhill, Center on Children and Families, Brookings Institution (Ydstie, 2012)  \nCatherine McClellan, Ph. D. Katherine McKnight, Ph.D. Eric Isselhardt, Ph. D.  \nJennifer Jeffries, M. Ed  \nJune 2018  \nRebuilding the Ladder of Educational Opportunity  \nIntroduction and Terminology  \nPresident Truman spoke the words above more than 70 years ago. In the intervening period, the gaps between the rungs on the ladder of educational opportunity have not shrunk. Due to World War II and the Great Depression, economic inequality—a major factor in educational opportunity gaps—was already at a low point in the 1940s and has widened dramatically since that time (Desilver, 2013) .  \nThroughout this report, we will refer to “opportunity gaps.” This is distinct from achievement gaps. Achievement gaps are sizable and persistent differences in academic outcomes between different groups of students, and they receive the lion’s share of ink in the education literature. The groups of students compared include those defined by race, ethnicity, gender, socio-economic status, English learner status, geographic location, and disability status, among others. Achievement gaps are all about outcomes; the results of the educational system, with metrics like standardized test scores, grades, course-taking, and graduation rates. These gaps and measures are focused on activities that have been completed by students, with success measured against one or more criteria. The focus on achievement gaps has been amplified by government-mandated reporting of assessment results. For example, No Child Left Behind (NCLB, 2002) required finer-grained data disaggregation and resulted in extensive resources expended on closing the achievement gaps thus illuminated, largely to limited effect (Dee & Jacob, 2010; Reardon, Greenberg, Kalogrides, Shores, & Valentino, 2013) .  \nIn this report, we shift our focus instead to opportunity gaps. By this, we mean:  \n“…the term opportunity gap refers to the ways in which race, ethnicity, socioeconomic status, English proficiency, community wealth, familial situations, or other factors contribute to or perpetuate lower educational aspirations, achievement, and attainment for certain groups of students.”(2013, The Glossary of Education Reform)  \nThe term opportunity gap holds a different focus than achievement gap, looking towards the inputs of the system rather than the outputs. This study represents a search for real-world solutions to address the opportunity gaps in their many guises and at the numerous root causes. Researchers focus on opportunity gaps as a categorization of disparities in inputs that are known to impact educational attainment and achievement, such as time spent reading, number of vocabulary words heard at home, attending a quality pre-school, and access to qualified, effective educators. The opportunity gaps illuminate the impact of inequities in resources and access on children’s lives and their educational experiences. These differences can limit their acquisition of the knowledge, skills, and dispositions essential for post-secondary life and the ability to contribute to the communities in which they live. In this report, we will describe themes that emerged in discussions with teachers, schools, and districts who have bee","cbCaicbIXTAZKtSv","https://ap.wps.com/l/cbCaicbIXTAZKtSv","pdf",1843825,36,"English","# Introduction and Terminology\n## Opportunity gaps vs. achievement gaps\n## System inputs and root causes\n## Study collaboration and sampling","[{\"question\":\"What does the report mean by “opportunity gaps”?\",\"answer\":\"“Opportunity gap” refers to ways that factors such as race, ethnicity, socioeconomic status, English proficiency, community wealth, familial situations, or other conditions contribute to or perpetuate lower educational aspirations, achievement, and attainment for certain groups of students.\"},{\"question\":\"How are opportunity gaps different from achievement gaps?\",\"answer\":\"Achievement gaps describe persistent differences in academic outcomes measured by metrics such as test scores, grades, course-taking, and graduation rates. Opportunity gaps focus on the inputs of the education system—what students arrive with—rather than the outputs.\"},{\"question\":\"Which factors does the report identify as shaping opportunity gaps?\",\"answer\":\"The report points to race and ethnicity, socioeconomic status, English proficiency, community wealth, family circumstances, and other background conditions, including access to qualified educators, time spent reading, vocabulary exposure at home, preschool quality, and technology access.\"}]","Rebuilding the Ladder of Educational Opportunity - Introduction and Terminology | PDF",1792054800,91]