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Closing the Minority Student Achievement Gap
Fairfax County Public Schools’ (FCPS) student achievement goals focus on ensuring that each student reaches his/her full academic potential. In studying the academic performance of FCPS students, it is clear that Black and Hispanic students do not perform academically, as a group, as well as their White and Asian counterparts. Superintendent Jack Dale has made closing the achievement gap a priority for all schools and set forth the vision to eliminate all gaps between FCPS’ highest performing sub-groups and all other subgroups of students. As national research shows, the minority achievement gap is not limited to Fairfax schools. The achievement gap exists for a variety of reasons and the factors that contribute to this gap will not be negated overnight.
- Closing the Achievement Gap (presentation, 14:00, 4/13/11)
- Closing the Minority Student Achievement Gap in FCPS Plan
(11/10/10) - Frequently Asked Questions (4 pages)
Programs and Initiatives for 2010-11 School Year
- 6th grade Compacted Math curriculum will be offered at all elementary schools
- Algebra 1 demographic data will be representative of the demographic data at each middle school.
- Increase enrollment of Black and Hispanic students in advanced academic programs until the percentage of each minority group that participates in advanced courses equals the percentage of that minority group in the general education population.
- Preschool for all children that qualify under income eligibility guidelines.
- Full Day Kindergarten offered to all elementary school students.
- Increase the representation in colleges and universities of our traditionally under-represented student population.
- Increase the opportunity for students to engage with teachers outside the school day and ensure that every student has a caring relationship with at least one teacher.
- Consistent, systematic three tier model of support for all students. Proportionate referral and identification of minority students for special education services.
- Consistent use of goal setting process K-12 to empower students to become self-directed, participate in decisions, set stretch goals, develop and carry out an Academic and Career Plan, and assume responsibility and accountability for their own learning to improve achievement.
- Increased student achievement resulting from increased community involvement in children’s education.
- Increased knowledge of the English language needed to navigate the school system and increased parent participation in their child’s learning and in school events and activities.
- Increased parent involvement in the literacy development of their children.