The Challenge of the Achievement Gap

It is widely known, and shown in data, that there is a significant achievement gap between indigenous students and non-indigenous students. The given article, and the academic paper by Ford, both examine the causes both past and present of the achievement gap as well as some recommendations or points of interest in developing a solution to this issue.

Firstly, Ford brings forth the concept of 'locked-in inequality' and its lasting effect. This 'locked-in inequality' stems from the past government policies on treating the indigenous populace and not granting them adequate or equal opportunities compared to the rest of the population. The effect this has on academic achievement is similar to the one documented in a paper by Hart & Risley in 2003 on the vocabulary or 'word gap' between the children of households of varying stature. This effect works by a small discrepancy being exacerbated over time (if not rectified) and the gap growing wider and wider as time goes on. With the historical cause of the achievement gap identified, we can now look at present issues that continue the trend and act as barriers to closing this gap.


The article specifically notes that it is not structural deficiencies that are causing this achievement gap. It is clearly noted in the article that higher education programs (through online mediums) are available to those in rural or regional areas (where large populations of indigenous students are), and that the students are simply just not participating in system. Five of those reasons are:

Poor prior experience
Shortage of local role models
Limited local or accessible mentoring
Disconnect between local realities and post-secondary curricula
Disconnect in expectations‎

Specifically, it is the extension of the formal education system that ends up making this online learning system unattractive to the regional student(s). The first three reasons can be grouped under unfamiliarity and a lack of social institutions in place to help them in an online learning endeavour. With few, if any, in the student's community being a peer to the student it can make the system seem overwhelming and insurmountable. The last two reasons can be grouped under a lack of relevance, the formal education style does not always suit the learning style and practical relevance to the student thus creating a rift between what is useful and what the curriculum wants to teach.

To combat those issues, the article then presents 5 solutions:

Develop e-learning familiarity
Improve adult preparation
Unite regional students
Engage in proactive recruitment
Link programs with reality

Amalgamating the same courses that high school students and mature age learners undertake allows for those same people in a community support each other in their studies in that they are both familiar with what each other is studying, also by familiarising students with the concept and system of long-distance e-learning earlier in their education it will make the transition into further long-distance education easier. Also, adopting a more practical approach to the programs by tailoring it to the specific community of the students allows it to be more relevant and practical for them, by creating links with established local workforce leaders and by optimising their studies for future employment in their local industries.

The Western Producer article can be found here:
http://www.producer.com/2013/10/education-gap-hurts-rural-aboriginal-communities/



Ford, M. (2013). Achievement gaps in Australia: what NAPLAN reveals about education inequality in Australia. Race Ethnicity and Education, 16(1), 80-102.