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You
are here: Beyond the Rhetoric of the Achievement Gap
by Stephen Fink
In an era of increased accountability for our public schools, along with the expectation that we "leave no child behind," educational leaders are scrambling to address the historic "achievement gap" that divides this nation's children along lines of race and poverty. In the last several years, the language of the "achievement gap" has become part of the daily lexicon of educational leaders. It is now almost impossible to find a national or state conference for school leaders without some reference to the achievement gap.
We, too, at the University of Washington Center for Educational Leadership use the achievement gap language in the promotion of our programs for school leaders. In fact our programs for school principals and district leaders are specifically focused on "building the leadership capacity necessary to close the achievement gap." However, I have encountered a number of practitioners and scholars who object to the use of the phrase, "closing the achievement gap," fearing that we will put too much responsibility in the laps of educators for a condition that has its genesis deeply embedded in the social, political, cultural and economic fabric of our country. According to their argument, without first addressing these deeply embedded issues as a nation, the failure to close the achievement gap will be seen solely as a failure of the educators, rather than the sum total of our political, social and economic institutions.
Recently I've had cause to reflect on this argument more deeply as we developed and launched a variety of programs through our Center. For one, I want to ensure that I am acting responsibly in the promotion of programs for our school leaders, and two, I want to make sure that we move beyond the rhetorical usage of the achievement gap language, to the more substantive issues that we as educational leaders have the ability to address.
While I agree wholeheartedly that our broader social, political, and economic systems are "hard wired" to perpetuate inequities based on race and class, I gladly embrace the challenge of closing the achievement gap. The "achievement gap" is simply a fact without assigning responsibility. It is a fact that by whatever measures we choose to employ (from norm reference standardized tests with all of their inherent limitations to more authentic performance based assessments) there is a gap between those students who are performing well according to our stated standards and those students who are lagging far behind. It is a fact that upon disaggregating whatever data we choose to use as measurement, poor children and children of color are disproportionately represented in the group that is lagging far behind.
Now this fact does not assign responsibility, and if we talk about responsibility I would first say I find it shameful that as a nation, we have not harnessed our social and political democracy to address the horrible inequities present throughout our society, particularly as they relate to children. Clearly the roots of the achievement gap extend well beyond the schoolhouse. At the same time I am hopeful that accepting the challenge of closing the achievement gap will do something more positive for us, as educational leaders, in our quest for social justice and equity. First, by illuminating the "gap" and being honest about its root causes - namely issues of racism and classism - we take the first step in the change cycle of creating an urgency of awareness, an urgency for new knowledge, skills and tools, and ultimately an urgency for action.
This doesn't mean educational leaders have to bear the full responsibility for closing the gap. In fact the deeply embedded inequities based on race and class manifest in our social, political and economic systems demands reaching outside of our ranks in order to create a system of equity and quality for all. As educational leaders we have the ability to take three very important actions in this regard. First we must have the courage to identify and address deeply embedded inequities - particularly as they relate to racism and classism in our schools and broader systems.
We must not be afraid to name and engage these inequities! Second, we must accept our share of responsibility as a subsystem within a larger political and social system, and we must exert the leadership necessary to change our policies, practices and structures in order to ameliorate these inequities. Third, recognizing that we cannot close the achievement gap alone, we must mobilize the community, particularly the part of the community that has suffered at the hands of these inequities for so many years. Forming community based coalitions, including the historically disenfranchised members of our community, is essential if we are to confront the "voice of privilege" that serves to influence our current educational policies, practices and structures.
One could assert that this is all easier said than done. I would agree. However, as educational leaders, it is within our locus of control to exercise our leadership will in different and more powerful ways. Make no mistake - it will require extraordinary will and savvy, including very different conceptions of leadership along with the knowledge, skills, and tools necessary to deliver this leadership. Yet this leadership capacity can be developed, and in fact is the raison d'être for the Center for Educational Leadership. Our programs are guided by the unwavering belief that we can develop the leadership capacity necessary to create a system of equity and excellence for all. Illuminating the achievement gap in our midst is the first step.
While an honest recognition and treatment of the achievement gap has great potential in the pursuit of social justice and equity, there is also something far more subtle about accepting the challenge of closing the achievement gap, but perhaps equally as powerful - and that is a reminder that we work in a most noble profession. Despite the constant challenges, the headaches, the insatiable demands leaders confront on a daily basis, at the end of the day, we should all rest in the realization that we are engaged in a most noble cause. For what can be more noble than aggressively living an agenda of social justice and equity?
Moving beyond the rhetoric of the achievement gap, to addressing aggressively the root causes, raises the bar of nobility for our work. This noble cause, no matter how daunting, and how discouraging at times, should continue to propel us to stay the course. In the end, the ability to "stay the course" all depends on our leadership will and savvy. If our schools are to be the critical force for improving individual lives and society as a whole, visionary and effective leadership at the district and site level must guide all reform activities. If we fail to take meaningful action, the achievement gap will further divide our nation, leaving as its legacy a permanent underclass with no meaningful stake in the citizenry or the economy.
Stephen Fink is the Co-director for the University of Washington, Center for Educational Leadership and an affiliate associate professor in the College of Education. He is also a senior consultant for the Panasonic Foundation, and directs their national Leadership Associates Program. He is a former Assistant Superintendent in the Edmonds School District. To learn more about the Center for Educational Leadership, please visit their website at: www.k-12leadership.org or call (206) 221-6877.
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