The Achievement Gap
When expectations in standards are tied to state testing processes, children who consistently do not achieve the desired outcomes fall into the so-called achievement gap. States report test scores on a continuum, with descriptors such as below basic, basic, or proficient (National Report Card). State and federal monies for many supplemental programs and Title 1 funding are reserved for those with high numbers of children in the achievement gap. Consequently the labeling of individuals, groups of children, or even entire schools as underachievers is a sensitive issue.
While students need and deserve to be assessed and evaluated so that teachers can provide them with appropriate support, NAEYC and other early childhood advocacy groups insist that these processes should view children first in terms of what they know and can do. The core principles of the 2011 Reaffirmed NAEYC Code of Ethical Conduct clearly promote positive and respectful images of young children. They suggest that we:
- Appreciate childhood as a unique and valuable stage of the human life cycle
- Base our work on knowledge of how children develop and learn
- Appreciate and support the bond between the child and family
- Recognize that children are best understood and supported in the context of family, culture, community, and society
- Respect the dignity, worth, and uniqueness of each individual (child, family member, and colleague)
- Respect diversity in children, families, and colleagues
- Recognize that children and adults achieve their full potential in the context of relationships that are based on trust and respect (NAEYC, 2005, p. 1)