Morgan, P., & Farkas, G. (2018, May 4). Are Too Many Minority Students Identified as Disabled? Or Are Some Who Need Services Overlooked? The Washington Post.
https://www.washingtonpost.com/news/answer-sheet/wp/2018/05/04/are-too-many-minority-studentsidentified-as-disabled-or-are-some-who-need-services-overlooked/

has been cited by the following article:

• TITLE: Addressing the Achievement Gap through Differentiation in the Arts

  AUTHORS: Eleanore Ave

  KEYWORDS: Content Differentiation, Differentiated Instruction, Engagement, Intrinsic Motivation, Student Autonomy, Student-Centered Learning

  JOURNAL NAME: Creative Education, Vol.16 No.3, March 10, 2025

  ABSTRACT: This literature review examines the impact of the perpetuated achievement gap in American schools, with a specific lens on high-poverty schools and the arts. It scrutinizes factors including racial bias, classroom instruction, and school culture as they relate to student achievement. Additionally, it looks closely at middle school student achievement and how apathy influences effort and engagement in the classroom. To address these challenges, the article highlights the value of differentiation and its ability to transform student performance and mindset toward education. A specific look is taken at student-centered arts classrooms that value student autonomy and curiosity.