The Paradox of Achievement Gaps - Essay Example

INТRОDUСТIОN ТО ЕDUСАТIОNАL АND SОСIАL RЕSЕАRСН

Article 3:

Gorad, S. (1999) Examining the paradox of achievement gaps. Social Research Update, Issue 26.

Gorad, (1999) focuses on two methods of calculating achievement gaps. The author intends to examine the validity of each method given their radical differences and contradictory results they generate in practice. The purpose of this comparative critique is to examine the reliability, accuracy, credibility and validity of each method of calculating achievement gap, aiming to draw conclusions on how either of the method of calculation may be adopted in my own study that seeks to examine how misbehavior of students may affect the performance of teachers in the classroom.

The two methods used in calculating achievement gaps as highlighted by Gorad, (1999) includes the use of percentage points as a form of basic currency and the second method is the calculation of change over time in ratio to the figures, which are changing. The importance of examining the two methods of calculating achievement gaps is that both methods generate different results from the same data, which have serious implications for policy makers and strategy planners in the education sector. This is because, the results of the calculation depending on the method that is used is the complete opposite of each other. The implications of this in my study on how the misbehavior of students affect teacher’s performance in class is that the use of either of the two methods, will generate different results from the same data, which will mean the conclusions made will be based on this and may as a result, be invalid or inaccurate based on the method of calculation used.

Gorad’s analysis of the two methods that generates different results provide a good basis for establishing whether the use of different research methods and techniques in my study can significantly alter the research results despite the fact that they are from the same data. It is in the background of this that Admiraal and Wubbels (2005) compare two research approaches in studying reflective practice. The outcomes of the study by Admiraal and Wubbels are two different analyses and results. The use of different approaches and methodologies to examine a phenomenon is further applied in Utrecht and Trondheim studies who adopt two varying research paradigms to examine two teaching practice environments, comparing each using Guba’s rationalistic and naturalistic paradigms. According to Stufflebeam, Madaus & Kellaghan (2000), the level of the differences between these two paradigms is mirrored in the nature of their realities. This features prominently in my study that seeks to apply qualitative and quantitative research methodologies to assess the effects of student’s misbehavior on teacher’s performance in the classroom, where qualitative method and a case study design drawn from in-depth interviews and observation shall be applied to collect data. It is expected that the use of mixed methodology will not enhance inconsistences in the research findings but instead, it shall help enrich my research portrait.

As highlighted by Gorad, achievement gaps are indexes of the differences in educational indicators among groups, which can also be applied in social sciences. They are used to assess differential attainment among subgroups and can be applied to analyze the differential access to essential public services such as quality health among subgroups. An achievement gap is multiplicative in nature, which means they are calculated as relative rates. Relative rates are obtained as odds ratios, which are similar to segregation ratios utilized by Gorard & Fitz (1998). The use of odds ratios approximates comparative mobility changes and is suitable while using loglinear analysis.

According to the author, deciding which method to use is imperative. This is because at present, the particular method of calculation utilized to examine changes over time influences the type of results, conclusions and recommendations made. As highlighted by Gorad, use of multiplicative models and relative rates is more effective, accurate and valid in examining the rate of change over time compared to additive models that propose the use of percentage point difference method of calculation. Gorad suggests that use of percentage points does not account for the ratio of (a+b)/(c+d) and one cannot have real insight of the significance of resulting point difference. The implications of this in my study is that although I will use percentage point difference method to provide quick and rough estimates, I will have to rely on relative rates and odds ratios to establish the real effects of student’s misbehavior on teacher’s performance in the classroom as suggested by Gilbert (1981).

Gorad’s paper indicates that there are varied alternative methods of calculating achievement gaps which can be used without necessarily eliciting the debate about the reliability and validity of percentage point difference method and the calculation of change over time in ratio to the figures, which are changing. Alternative methods of calculating achievement gaps include cross product or odds ratio, which is used to approximate social mobility. The other alternative method is segregation which is a method used to calculate social mobility and examining changes in stratification over duration of time.

These alternative methods of calculating achievement gaps can be adopted in my study and can be used to calculate the actual effects of student’s misbehavior on the performance of teachers in the classroom and in so doing, helping the study to evade the indexes war. This will be crucial in ensuring that the results obtained are accepted by both sides of the debate on the methods of calculating achievement gaps, which entails percentage point difference and the method of calculating change over time in ratio to the figures, which are changing. This is because if the study adopts one method over the other, it will generate unnecessary controversy, which will draw the study away from the research objectives and aims. In conclusion, my study on the effects of misbehavior of students on the performance of teachers shall incorporate different methods of calculations. This is to ensure that regardless of the method of calculation used to analyze the variables of the research, the research results will remain the same and if not, the differences in results will not be so significant to affect conclusions and recommendations made.