Individualized curriculum and assessment could be the solution to the achievement gap, argues Stuart Yeh
The achievement gap between disadvantaged and middle-class students persists over the primary and secondary years, despite the best efforts of educators to reduce the gap. This implies the existence of a powerful, ubiquitous factor that maintains the gap. Sociocultural explanations point to differences in parenting practices. However, while these theories might explain initial differences in achievement, they do not explain the persistence and growth of the gap as children progress from grade to grade.
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