1. The No Child Left Behind Act By 2004, the President vowed African American, Hispanic, and poor children, all of whom were at the time scoring well below their white counterparts, would not only catch up with the rest of the nation, but would reach 100 percent proficiency in both reading and math in 2014. By 2004, the President vowed African American, Hispanic, and poor children, all of whom were at the time scoring well below their white counterparts, would not only catch up with the rest of the nation, but would reach 100 percent proficiency in both reading and math in 2014.

2. Glowing reports from the White House and the Board of Ed. “I’m proud to report that the achievement gap between white kids and minority students is closing, for the good of the U.S”…..President Bush. The NCLB website tells us that student achievement is rising across America. Reading and math scores for African American and Hispanic 9 yr. olds reached an all time high. Math scores for African-American and Hispanic 13 year olds reached an all time high. Achievement gaps in reading and math between white and African American and between white and Hispanic 9 yr. olds are at an all time low. “I’m proud to report that the achievement gap between white kids and minority students is closing, for the good of the U.S”…..President Bush. The NCLB website tells us that student achievement is rising across America. Reading and math scores for African American and Hispanic 9 yr. olds reached an all time high. Math scores for African-American and Hispanic 13 year olds reached an all time high. Achievement gaps in reading and math between white and African American and between white and Hispanic 9 yr. olds are at an all time low.

3. Results from the National Assessment of Educational Progress The nations report card is not that reassuring. The nations report card is not that reassuring. In 2002, when the NCLB went into effect, only 13% of the nations black eighth grade students were proficient in reading and math. In 2002, when the NCLB went into effect, only 13% of the nations black eighth grade students were proficient in reading and math. By 2005, that number had dropped to 12%. By 2005, that number had dropped to 12%. Reading proficiency among white eighth grade students dropped to 39% from 41%. Reading proficiency among white eighth grade students dropped to 39% from 41%. The most promising indications in the National test were found in the 4 th grade math results. The most promising indications in the National test were found in the 4 th grade math results. For black students the number jumped to 13% from 5% For black students the number jumped to 13% from 5% This was a significant increase, but it was still far short of the proficiency figure for white students which rose from 47% in 2005, still a long way from 100%. This was a significant increase, but it was still far short of the proficiency figure for white students which rose from 47% in 2005, still a long way from 100%.

4. The SAI Tests in 2003 Asian Americans scored 3 points higher than white Americans, whereas, white Americans average is 15 points higher than African Americans and 11 to 22 points higher than Hispanic students. The test score gaps are so large that on average, African American and Hispanic students in high school can read and do arithmetic at only the average level of whites in junior high. Asian Americans scored 3 points higher than white Americans, whereas, white Americans average is 15 points higher than African Americans and 11 to 22 points higher than Hispanic students. The test score gaps are so large that on average, African American and Hispanic students in high school can read and do arithmetic at only the average level of whites in junior high.

5. CAUSES Sociologists and Anthropologists are trying to figure out exactly where the gap comes from, why it exists, and why it persists??? Sociologists and Anthropologists are trying to figure out exactly where the gap comes from, why it exists, and why it persists??? Child psychologists Hart and Risely found that vocabulary growth differed sharply by class and that the gap between classes opened early. Child psychologists Hart and Risely found that vocabulary growth differed sharply by class and that the gap between classes opened early. By age 3, children whose parents were professionals had vocabularies of about 1,100 words and children whose parents were on welfare had vocabularies of 525 words. By age 3, children whose parents were professionals had vocabularies of about 1,100 words and children whose parents were on welfare had vocabularies of 525 words. The children's IQs correlated closely to their vocabularies. The children's IQs correlated closely to their vocabularies. The average IQ among professional children was 117 and the welfare children had an average IQ of 79. The average IQ among professional children was 117 and the welfare children had an average IQ of 79.

6. Other Helpful Studies that Need to be Considered The kinds of words and statements that children heard varied by class. The major difference was in the number of discouragements a child heard compared with the number of encouragements, or words of praise and approval he heard. The kinds of words and statements that children heard varied by class. The major difference was in the number of discouragements a child heard compared with the number of encouragements, or words of praise and approval he heard. By age 3 the average child of a professional heard about 500,000 encouragements and 80,000 discouragements. By age 3 the average child of a professional heard about 500,000 encouragements and 80,000 discouragements. For the welfare children, the situation was reversed. For the welfare children, the situation was reversed. On average they heard 75,000 encouragements and 200,000 discouragements. On average they heard 75,000 encouragements and 200,000 discouragements.

7. Cures A public school that enrolls mostly well off white kids has a 1 in 4 chance of earning consistently high test scores. A school with mostly poor minority kids has a 1 in 300 chance. A public school that enrolls mostly well off white kids has a 1 in 4 chance of earning consistently high test scores. A school with mostly poor minority kids has a 1 in 300 chance. Despite these long odds, we have seen the creation of dozens even hundreds of schools dedicated to delivering consistently high results with a population that generally achieves consistently low results. Despite these long odds, we have seen the creation of dozens even hundreds of schools dedicated to delivering consistently high results with a population that generally achieves consistently low results. The schools that have taken on this mission most aggressively tend to be charter schools. The schools that have taken on this mission most aggressively tend to be charter schools. The publicly financed, privately run institutions make up one of the most controversial experiments of our time. The publicly financed, privately run institutions make up one of the most controversial experiments of our time. Because charters exist outside the control of public school bards and are generally not required to adhere to union contracts with their teachers, they have attracted significant oppositions, and their opponents are able to point to plenty of evidence that the charter project has failed. Because charters exist outside the control of public school bards and are generally not required to adhere to union contracts with their teachers, they have attracted significant oppositions, and their opponents are able to point to plenty of evidence that the charter project has failed.

8. Charter Schools The schools claimed to raise test scores across the board, and they haven’t but by another measure, charter schools have succeeded by allowing educators to experiment in ways that they generally can’t inside public school systems. The schools claimed to raise test scores across the board, and they haven’t but by another measure, charter schools have succeeded by allowing educators to experiment in ways that they generally can’t inside public school systems. They have new and ambitious methods for educating students facing real academic challenges. They have new and ambitious methods for educating students facing real academic challenges.

9. Why are Charter Successful? They require many more hours of class time than a typical public school. The school day starts early, at 8 a.m. or before and often continues till after 4 p.m. They require many more hours of class time than a typical public school. The school day starts early, at 8 a.m. or before and often continues till after 4 p.m. These schools offer additional tutoring after school as well as classes on Saturday mornings, and summer vacation only lasts a month. These schools offer additional tutoring after school as well as classes on Saturday mornings, and summer vacation only lasts a month. They treat classroom instruction and lesson planning as much as a science as an art. They treat classroom instruction and lesson planning as much as a science as an art. Explicit goals are set for each year, month and day of each class. Explicit goals are set for each year, month and day of each class. They make a conscious effort to guide the behavior, and even the values of their students by teaching what they call character. They make a conscious effort to guide the behavior, and even the values of their students by teaching what they call character. They use slogans, motivational posters, incentives, encouragements and punishments. They use slogans, motivational posters, incentives, encouragements and punishments. There is one problem, not enough children are going to these schools There is one problem, not enough children are going to these schools

10. Conclusion The evidence is overwhelming, if you take an average low- income child and put him into an average American public school, he will almost certainly come out poorly educated. We can create a different system, one that includes what the small but growing number of successful charter schools demonstrate. We can also implement high quality early childhood education and high incentives to bring the best teachers to the worst schools. With a lot of work we can slowly close the achievement gaps, but it will take some time.

11. DISCUSSION Will achievement gaps between whites and African Americans and Hispanics disappear ( when the NCLBA says it will) in 2014????? Will achievement gaps between whites and African Americans and Hispanics disappear ( when the NCLBA says it will) in 2014?????