Moving Practice Away From Achievement Gaps to Amplify Student Learning

• In Event: Interrogating Opportunity Gaps: The Role of Educational Research in Consequential Truths, Justices, and Equity

Abstract

Study Objectives: This study was designed to investigate and review educational frameworks that disrupt deficit thinking prompted by the use of the term achievement gaps (Shukla et al., 2022). Theoretical and Conceptual Frameworks: Educational frameworks including opportunity gaps (Milner, 2012) and educational debt (Ladson-Billings, 2006) were utilized because these frameworks center systemic discrimination that generate disparate student experiences. We additionally utilized ethics of care (Nieto & Bode, 2012) and community cultural wealth (Yosso, 2005) for these frameworks draw upon personal, cultural and/or contextual assets. Methods and Data: We used undergraduate biology education as the context for this research and demonstrate the utility of these systems level and asset based frameworks by reinterpreting research from biology education. Findings: While gap-gazing and the discourse around ‘achievement gaps’ may be prevalent; still, there is evidence in biology education of demonstrable shifts in the underlying frameworks used. This shift however might not be explicit and the term ‘achievement gaps’ might still be used. Scholarly Significance: We therefore urge researchers and practitioners to ‘find and replace’ the term achievement gap. An intentional and explicit use of systems-level and asset-based approaches that align with their research framework is warranted.

Author

• Sarita Shukla, University of Washington - Bothell
  Presenting Author