Diversity In Schools

Water Fields, one New Jersey parent, believed that his own African-American daughter would get the recommendation from a teacher to take the higher-level math class because she had good middle school grades and standardized test scores as required. Unfortunately, when

Fields registered his daughter to classes for new school year, his daughter got denied entry to the advanced freshman math class. “The stubborn achievement gap in the U.S. educational system” has limited Fields’ daughter to improve her academic performance (Kohli). In 2013, the U.S.

Department of Education estimated, in South Orange Maplewood School District’s 8th Grade in

New Jersey, the total enrollment included 2,920 White students and 2,516 Black students, but there were 2,137 White

Because one primary cause of achievement gap is the cultural differences between white teachers and minority students, which detrimentally affect teaching and learning progresses, the solution I am advocating for establishes the Office of Academic Improvement and Teacher Quality Programs at the U.S. Department of Education called “Teacher Incentive Fund (TIF),” that aims to increase teaching effectiveness as well as improve student performances. Teachers and students with the same racial or ethnic background have more positive interactions, which motivate students to achieve higher academic performances. According to the summary paper,

Student Motivation: An Overlooked Piece of School Reform, “Students are more motivated by teachers whom they perceive as caring,” therefore, when white teachers show less interactions with minority students, students become less motivated and unwilling to engage in class activities. The TIF program will increase the teachers’ effectiveness by supporting the