The answer is not to reduce academic rigor, because evidence shows that when teachers hold high expectations for students, especially those who have been marginalized by their schooling experiences, the long term effects of their learning is enhanced, given that high expectations are linked to greater resources and support” (Hawley 68). Another way to reduce the achievement gap is to “use race- and ethnicity- responsive teaching practices” (Hawley 68). Some tips that would help foster these “race- and ethnicity- responsive teaching practices” include: “…respecting and being interested in students’ experiences and cultural backgrounds, supporting higher-order learning (for example, engaging students in complex problem solving while developing basic skills), building on students’ prior knowledge, values, and experiences, avoiding stereotyping of students, using ability grouping flexibly and sparingly, adapting instruction to students’ semantics, accents, dialects, and language ability, applying rules relating to behavior fairly and sensitively, facilitating learning of challenging material by knowing how to deal with stereotype threat, that is, some students’ beliefs that cultural myths about racial differences in abilities may be valid, [and] engaging families directly in their children’s learning…”(Hawley 68). Additionally, School culture must be changed in order to reduce the achievement gap (Hawley 68). “School practices in [race- and ethnicity-responsive school cultures] include targeted and flexible grouping for instruction; access to and support for learning high-level content (such as advanced placement courses); inclusive and affirming curriculums; and fair disciplinary rules and processes”(Hawley 68-69).…
