Currently, scholars are using the design to measure student s’ performance based on other learning disabilities and language level of understanding (Hattie, 2012). This design is mainly used by educationists in matters of education disparities among people within a given community. One significant factor to put into consideration when describing gaps in education is the level education benchmarks.
As stated in the Education Week, several communities have not been able to solve these gaps in education brought because of race of economic status, racial discrimination, teacher’s professional competence, and learners’ intellectual backgrounds (Hattie, 2012). This disparity has been found to exist between children in early childhood schools, secondary schools, and even in the eighth grade in middle schools (Clotfelter, Helen and Jacob, 2009).
Some of the recommendations made to reduce the achievement gap between students include reduced class sizes, developing small learning environments that teachers can easily handle, developing comprehensive early childhood programs, taking teachers for in service training and raising academic standards for all students (Johnson, 2002). All these recommendations can only be achieved through use of information obtained using the achievement gap design. It is important to look at information obtained in terms of evaluating studies from the academic literature that can be used to bridge the gap (Hattie, 2012). This is important because it produces information obtained from comprehensive research conducted by education experts. Schools can also use the information obtained to solve problems that generate the achievement gaps within the schools. Finally, the information obtained can be used to evaluate students’ performance. It is through the information that teachers can know how to handle students in the classroom (Hattie, 2012).
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