Eliminate the Gap
The low performance of African American, Hispanic and low-income students is a particular challenge. It is clear that children with differing needs require different kinds of support, and this begins even before they enter Kindergarten. Delaware must invest in high quality early childhood education for every child, and empower school leaders with the flexibility and decision-making authority to do what is best for the students they see every day and know so well.
Take Action Now
Contact your elected official to ask them what they are willing to do to level the playing field for all kids and reduce the achievement gaps.
Facts:
- While 40% of Delaware’s white 8th graders meet national standards in reading and math, only 13% of our African American and 17% of our low-income students do so. NECS online NAEP Data Explorer
- Only 1 in 4 Delaware students who are behind in mathematics in 3rd grade will catch up by 10th grade. Delaware Department of Education (DDOE) and The Boston Consulting Group (BCG) Vision 2015 analysis, 2006.
- Today, only 2 in 10 whites and 1 in 10 African Americans and Hispanics are earning a two or four-year college degree by their mid-20s. Education Counts database, Postsecondary Education Opportunity research letter #132, “College Entrance Rates by Race/Ethnicity for Recent High School Graduates 1960-2002,” 2003; NCES, “Enrollment in Postsecondary Institutions, Fall 2004; Graduation Rates, 1998 & 2001 Cohorts; and Financial Statistics, Fiscal Year 2004,” 2006.
Solutions
- Give great teachers incentives to work in the state’s poorest schools and in subjects like math and science, where there are major shortages of effective teachers.
- Invest in early childhood education, targeting additional resources to more low-income 3- and 4-year-olds and expanding Delaware Stars for Early Success to help more early care and education providers improve the quality of their services.
- Demand excellence from our school leaders, and provide the flexibility—in return for increased accountability—required to enable them to meet their students’ specific needs.
