Do I mean “Acknowledge the Achievement Gap,” you may be wondering?  No, that’s not a misprint.  The Opportunity Gap in public education is real, and growing. Making a commitment to closing that gap would, in time, close the Achievement Gap that so many policymakers obsess over.

The Achievement Gap is real, but it is primarily the result of gaps in both Opportunity and Expectations.  Start with Opportunities: The playing field in American public education isn’t even close to being level. Black students are twice as likely to go to high-poverty schools as their white peers, and these schools are likely to be in poor physical condition-–think peeling paint, poor ventilation, water fountains that don’t work, etc etc.  High poverty schools are harder to staff, meaning high turnover and lots of rookie teachers.  Non-white school districts get a lot less money than majority-white districts, generally more than $1500 below the national average, which translates into fewer dollars for school repairs, instructional materials, and staff salaries. Compounding this, students in high-poverty schools are more likely to have behavioral issues and educational needs that are expensive to address.  

Unsurprisingly, many in those under-resourced and decrepit schools–faculty, staff, and students– have low expectations…often a self-fulfilling prophecy.

Give students less, and then expect very little of them: that’s the reality for millions of American public school students. No wonder we have an Achievement Gap!

Educators shouldn’t be trying to close the Achievement Gap by coaching, tutoring, and testing. Those so-called ‘strategies’ are counter-productive, because they drive failing students away.  We cannot drill our way out of this situation.  

American public schools cannot provide adequate housing and health care for their students. Nor can they improve the educational background and income of their students’ parents. But public schools can–and must—attempt to close the gaps in Opportunities and Expectations. 

I believe an essential step is adopting a challenging and interesting curriculum, a program that kids will look forward to and that parents will approve of.   Three personal favorites are Core Knowledge, an extensive curriculum created by the brilliant E.D. Hirsch Jr; EL Education (formerly known as Expeditionary Learning); and the Comer School Development Program,started by another hero in the world of education and child development , Dr. James Comer of Yale.   I urge you to click those hot links to learn more.

(Over the years, a few programs prospered for a while and then faded, such as the Accelerated Schools program pioneered by the great Henry Levin of Teachers College, Columbia.)

School Boards committed to doing the right thing might also consider giving their schools the option to join the Community School movement.  They won’t be alone: close to 10,000 schools, nearly 10% of all public schools, have joined this important effort.

You are probably aware that millions of students are skipping school regularly.  Many school districts seem to be embracing ‘get tough’ truancy policies.  I suggest holding off on harsh or even gentle enforcement tactics and instead asking the kids two simple questions: “Why aren’t you coming to school?” And “What would induce you to return?”

I’m willing to wager that genuine opportunities to learn in positive and welcoming environments will bring kids back.  Commit to closing the Opportunity Gap, if you care about all children and the country’s future.