School Factors That Contribute to the Underachievement of Students of Color and What Culturally Competent School Leaders Can Do

Oct 15, 2026

Upload by moss~

Both socioeconomic conditions and school-level dynamics contribute to the underachievement of poor children and children of color. The article examines school-related factors that impede students’ academic progress and highlights practices that culturally competent school leaders can use to strengthen school culture. It addresses how misconceptions, low expectations, weak teacher-student relationships, and institutional privilege can sustain achievement gaps, drawing on national and California assessment evidence.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages12

Reading Time30 min

AccessFree to download

Defining the Gap

Achievement gap indicators and assessment findings

School Factors Behind Underachievement

Misperceptions, expectations, relationships, and privilege

School Factors That Contribute to the Underachievement of Students of Color and What Culturally Competent School Leaders Can Do Camille A. Smith California Department of Education Abstract: Both socioeconomic and school factors contribute to the underachievement of poor children and children of color. This article explores factors that contribute to the underachievement of students of color and offers practices that culturally proficient school leaders can use to build a school culture that may positively impact the academic achievement of students of color. One of the most urgent issues that the educational community is facing is how to meet the academic needsofa culturally and linguistically diverse student population. Currently, there are many students, primarily African American, Hispanic and economically disadvantaged students, who are not being well educated in this country. The inequities that prevent the educational achievement of these children may very well affect the social stability of the United States (Bowman, 1994, p. 1). This Volume 17, Fall 2005 21 low level of education threatens these students’ economic and social integration into mainstream America. A poor education creates apermanent underclass and severely compromises this country’s ability to develop and sustain a well-balanced, pluralistic society that enjoys a high standard of living. Many factors contribute to the underachievement of poor children and children of color (EdSource, 2003; Kober, 2001). While there is a strong correlation between low socioeconomic status, usually defined by the educational level and family income of parents, and poor academic performance, there are also links between various school factors and underachievement (Howard, 2002). Misguided perceptions of students of color are often demonstrated through a lack of respect and acceptance for cultural diversity (Howard, 2002; Revilla & Sweeney, 1997); low expectations for underachieving students (Steele, 1992); poor teacher/student relationships (Sadowski, 1992); and a sense of privilege that prevents needed changes from occurring in schools (Beswick, 1990; Gordon, Piana & Keleher, 2000; Weissglass, 2001). This paper will explore how a lack of respect and acceptance for cultural diversity impacts the achievement of African American students and suggests ways that school leaders can be more successful in addressing the academic needs of students of color in their schools. Defining the Gap The“achievement gap”refers to differences in performance (e.g., test scores and graduation rates) between children of color and middle class, White children. While poverty is strongly associated with low academic achievement, the gap breaks down along both racial and ethnic lines (Howard, 2002; McRobbie, 1998). The results from the National Assessment of Educational Progress (NAEP) reveal that the percentage of African American and Hispanic students who score “below basic” across all subjects and grade levels is two to three times lower than that of White and Asian/Pacific Island students. The percentage of African American and Hispanic students whoscore at or above the “proficient” level tends tobe about one fifth of what White and Asian/Pacific Island students score (EdSource, 2003, p. 3). The College Board (1999) reported that regardless of socioeconomic status and parent education, African American, Hispanic, and Native American students perform at lower academic levels than White and Asian students. In California, the academic landscape forchildren of color reflects this national dilemma. Schools have not succeeded in educating students of color or poor students. All of California’s students are required to take the 22 Educational Leadership and Administration California Standards Test (CST) in English /Language Arts and Mathematics. Recent CST English/Language Arts scores (Table 1) and math scores (Table 2) demonstrate the achievement gap in the performance of studen

FAQs

What is the main focus of the article?

The article investigates school and socioeconomic factors that contribute to the underachievement of students of color and explains what culturally competent school leaders can do to improve academic outcomes.

How does the article define the “achievement gap”?

It defines the achievement gap as performance differences—such as test scores and graduation rates—between children of color and middle class, White children, with patterns that align with racial and ethnic lines.

Which school-related issues does the article link to underachievement?

It cites misguided perceptions of cultural diversity, low expectations, poor teacher-student relationships, and institutional privilege that prevents needed changes in schools.

Oct 15, 2026

Upload by moss~