A prominent legislative leader in the Utah House does not believe that "focusing on the achievement gap is a noble goal." Others, like a high ranking educational official, may believe that Latina/o students "don't bring a lot of skills . . . to the table" when they enter school.
Neither of these assumptions accurately identifies who has responsibility for closing achievement gaps. Our report (available at http://elp.ed.utah.edu/policy/index.htm) not only provides a comprehensive analysis of the multiple and pervasive gaps that persist in our educational systems, but also moves away from a deficit discourse and narrow-minded rationale for the state of crisis being endured by students of color, Latina and Latino students in particular.
We do not assume that Latina and Latino students or their parents are to blame for the gaps. Rather, our purpose is to highlight these gaps and to challenge policymakers, educators, community activists, and yes, students and parents, to refocus their attention on proposals for improving Utah public and higher educational systems.
Although many narrowly define the concept of "educational achievement gap" to mean differences in standardized test scores, we disagree. While the "gaps" include differences in standardized scores, they are also the disproportionate differences in per-pupil funding based on race, the disproportionate differences in Advanced Placement participation and achievement, the disproportionate numbers of Latina and Latino students attending college and the disproportionate drop-out and low graduation rates.
Our definition is broader. It moves toward a comprehensive understanding of multiple indicators of achievement while challenging decision makers to contemplate short- and long-term policy options.
Our focus on Latina and Latino students is purposeful. Ask any demographer or economist familiar with the shifting trends in Utah and the answer is clear. The majority of Utah's growth, and the economical viability of the state, are directly tied to the educational success of Latina and Latino students and communities.
The state has never done particularly well in providing opportunities for Latina/o students (as well as other students of color). With increasing in-migration patterns and the relative youth of the population, the time for visionary and bold leadership is at hand.
Many believe that this is an "immigrant" problem. However, we attempt to educate leaders and citizens and clarify that most Latina and Latino students are U.S.-born citizens. The data that we present only seeks to reinforce what leaders, parents and students of color have emphasized for decades, not only in Utah but also nationally.
We believe that it is not too late to foster change. While our report focuses on Latina and Latino students, we believe that Utah and its educational, community and political leaders must begin to have conversations about the lack of educational opportunity being afforded to all its communities and students of color.
We must reframe the way we view our students of color, their families and communities. They are assets to Utah. We must further investigate and propose policy solutions in areas of school funding, accountability, teacher and administrator quality, curriculum and pedagogy, and other school factors such as class size and universally accessible kindergarten.
But first, we must cease with this incessant denial of the problem and this embarrassing blame-the-victim mentality. Until we reach that point, the gaps that have always been with us cannot be closed.
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* ENRIQUE ALEMçN AND ANDREA RORRER are faculty members in the Department of Educational Leadership and Policy at the University of Utah. They are also a research associate and director of the Utah Education Policy Center, respectively.
