The document examines the achievement gap between African American students and their white peers at Chester A. Moore Elementary School. Over the past four years, the gap has ranged from 41-50% based on standardized test scores. To address this, the school is implementing several evidence-based strategies, including extending the school day to increase academic time, incorporating academics into elective courses, and increasing the use of cooperative learning strategies, which have been shown to benefit African American students. The goal is to close the achievement gap through these research-backed practices.

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Researching Diversity
Terrance Barriner
American College of Education

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RESEARCHINGDIVERSITY
Schools throughout the country have experienced an achievement gap with
minorities, students of poverty, and English language learners. While these gaps exist,
few schools have been successful in developing strategies to close these gaps. This
paper will examine the achievement levels of African American students at Chester A.
Moore Elementary. This data will be reviewed to find trends and issues. It will also
examine the practices chosen to address the achievement gap and the preferred
learning style of African American students.
tudent Group: At Chester A. Moore Elementary, 95% of students are African
American.
Achievement Gap: The 2017-2018 Florida State Standards Assessment reveal an
achievement gap of 45% between fifth grade African Americans and state averages.
Trends Issues Evidence Based
Remedial
Practices
Preferred
Learning
Styles
Between 2015-
2018, the Florida
Standards
Assessment shows
a variance in the
achievement gap
between black
students at C.A.
Moore and white
students in the
state of Florida.
The gap never
exceeds 50% and
never declines less
than 41%.
C.A. Moore
Elementary has
struggled to
increase proficiency
rates in English
Language Arts for
African Americans
Furthermore, the
achievement gap
has remained at or
above 41%.
The school day has
been extended by
20 minutes.
Elective courses
have be
transformed to
incorporate
academics. Music
and P.E. classes
will incorporate
mathematic skills.
An overall increase
in academic
engagement time
will lead to greater
academic
achievement.( Nan
& Zia, 2010)
Cooperative
learning,
multicultural
education
(Hale, 2016)

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From 2015-2018, African American students have experienced an achievement
gap in English Language Arts with their white counterparts ranging from 41% to 50%.
Over the course of the past four years, white students in the state of Florida showed
gradual improvement on the Florida Standards Assessment (FSA) with an initial
proficiency rate of 62% in 2015 to 66% in 2018. African American students at Chester
A. Moore on the other hand, did not develop a trend of increase nor decrease. In 2015,
21% of African American students were proficient in the English Language Arts section
of the FSA. The following year, white students statewide showed a slight increase of
one percent, while African Americans in C.A. Moore decreased by eight percent. This
pattern continued in both the 2017 and 2018 school years. In 2017, Florida’s white
students showed a slight increase of one percent, however C.A. Moore’s black students
increased by six percent up to 19%. In 2018, white students statewide increased by
two percent while black students at CA Moore decreased by three percent.
Two major issues have arisen from analyzing the trend data in English Language
Arts. The first issue is the need to increase overall proficiency in ELA of all students. As
a school, students were 19% proficient in ELA. This number significantly lags behind
the district rate of 50% and further behind the state rate. The second issue of concern
is the achievement gap between African Americans and their white counterparts. In
2018, the achievement gap between black and white students expanded to 50%.
In order to address these issues, the team at C.A. Moore has developed a few
evidence based strategies. The first strategy is extending the school day by 20
minutes. This additional time will be used specifically to increase academic learning
time. The additional time may not be used for recess, clubs, or free time. Research

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suggests that in order to close the achievement gap, academic engagement time must
be increased (Nan & Zia, 2010). The team has also decided to increase the academic
focus during elective courses. In physical education and music, students will read
passages on their favorite athletes and musicians. Ideally, I would like something similar
implemented in all classes. I would like for teachers to include more text or materials
that are culturally relevant. African American students achieve at higher rates when
studying topics that are culturally relevant (Hale, 2016). These changes will incorporate
both student interests, as well as skills necessary to increase proficiency.
Another research based practice that will be utilized is the increased use of
cooperative learning strategies. African American males in particular desire to work in
groups and are more academically responsive to the learning process when cooperative
strategies are used (Wilson-Jones & Caston, 2004). To ensure that teachers are using
more cooperative strategies, several teachers were sent to Kagan Cooperative Learning
training this summer. A minimum of one teacher was chosen in each tested grade
level. In addition, teachers will receive training twice a month during planning to learn
how to incorporate cooperative strategies into their lessons. When students practice
using these strategies in all classes, both engagement and academic achievement will
increase.
Conclusion
The growth of the achievement gap between African Americans and Caucasians
is a major concern for schools. At Chester A. Moore, the gap has fluctuated between
41%-50% from 2015-2018. The school is addressing this issue by incorporating
evidence-based strategies. During the 2019 school year, the school day will be

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extended in order to increase academic learning time. Students will also will have
additional academic time during elective classes. These changes are the initial steps
taken in reducing the achievement gap.

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References
Hale, J. E. (2016). Learning styles of African American children: instructional
implications. Journal Of Curriculum and Teaching, 5(2), 109-118.
Nan, L., & Zia, H. (2010). Closing the achievement gap: strategies for ensuring the
success of minority students. National Teacher Education Journal, 3(2), 47-59.
Wilson-Jones, L., & Caston, M. C. (2004). Cooperative learning on academic
achievement in elementary African American males. Journal of Instructional
Psychology, (4), 280.