Factors Contributing to Achievement Gap
Level of Importance
The following table shows the level of importance
Montgomery County teachers place on identified factors that contribute to the
gap in student achievement. The list is
in order of the “very important” rating MCEA members give each factor for
contributing to the student achievement gap in Montgomery County.
|
|
Very Important |
Somewhat
Important |
Not
that Important |
Not
at all Important |
|
Inadequate support at home |
89% |
11% |
- |
- |
|
Oversized classes |
69% |
26% |
5% |
- |
|
Poverty |
67% |
28% |
4% |
- |
|
Lack of time to plan/implement new strategies |
61% |
29% |
10% |
1% |
|
Insufficient support for at-risk students |
56% |
30% |
4% |
8% |
|
Inadequate behavior/discipln policies |
52% |
33% |
8% |
7% |
|
Student mobility |
48% |
29% |
15% |
7% |
|
Schools that are too large |
42% |
29% |
16% |
12% |
|
Standardized tests that are culturally biased |
39% |
37% |
14% |
10% |
|
Lack of
stratgys to differentiate |
35% |
38% |
19% |
7% |
|
Staff preconceptions |
32% |
33% |
18% |
16% |
|
Ineffective administration |
31% |
43% |
16% |
9% |
|
Grouping practices |
30% |
32% |
24% |
13% |
|
Culturally biased curriculum |
16% |
35% |
30% |
18% |
Factors Contributing to Achievement Gap
Level of Importance
By Race
|
|
Very Important |
Somewhat
Important |
Not
that Important |
Not
at all Important |
||||
|
|
White |
Black |
White |
Black |
White |
Black |
White |
Black |
|
Inadequate support at home |
90% |
90% |
10% |
10% |
- |
- |
- |
- |
|
Oversized classes |
70% |
67% |
25% |
28% |
5% |
5% |
- |
- |
|
Poverty |
70% |
64% |
26% |
36% |
4% |
- |
- |
- |
|
Lack of time to plan/implement new strategies |
60% |
56% |
28% |
36% |
11% |
8% |
1% |
- |
|
Insufficient support for at-risk students |
53% |
74% |
32% |
23% |
5% |
- |
9% |
3% |
|
Inadequate behavior/discipln policies |
49% |
67% |
36% |
26% |
9% |
5% |
6% |
3% |
|
Student mobility |
47% |
56% |
29% |
23% |
15% |
21% |
9% |
- |
|
Schools that are too large |
40% |
49% |
27% |
46% |
17% |
5% |
15% |
- |
|
Standardized tests that are culturally biased |
37% |
51% |
36% |
39% |
1 | |||