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At many schools across the U.S., some groups of students consistently achieve at higher levels than other groups on standardized tests. For instance, students from families with more resources often perform better at reading or math than students from families with fewer resources. These gaps are common, but how big these gaps are varies a lot from school to school. And no matter what group your child is in, this gap can tell you a lot about a school鈥檚 quality. In fact, schools that help all students succeed are often more effective because they prioritize evidence-based teaching methods, high standards, and high-quality curriculum.

If your school, or the school you are considering for your child, has big disparities in outcomes between different groups of students, it鈥檚 worth looking into why this gap exists and what measures the school is taking to close that gap. Schools should strive to create an environment where all children are learning to high standards, where the curriculum and programming is rigorous, and there are existing practices in place to help struggling students catch up to grade level.

To find out what your school is doing to address outcome gaps, schedule a school visit to meet with the principal and observe some classes.

Meeting with the principal: Questions to ask about helping all students succeed

Here are some questions to ask the principal that will help you assess the school鈥檚 commitment to helping all children reach high standards:

Ask: How are students achieving in the school now? Are there any groups of students that are scoring below others on core subjects? Are certain students dropping out more than others? If so, what is the school doing to address these challenges?

Listen for: Specific strategies the school is using (e.g., curricular programs, interventions or practices to help struggling learners) to raise the achievement of lower performing students; and concrete, measurable school goals for improvement.

Ask: How do the teachers hold all children to high expectations and measure progress to ensure that all students are learning?

Listen for: Concrete examples of tests that teachers use to gauge student learning and ways that teachers analyze this assessment data to make sure all students are on track.

Ask: How is the school working to close the achievement gap? Are teachers using any new curriculum or instruction? Are they offering extra academic support for students?

Listen for: Specific actions the school is taking to raise achievement for all students. Potential actions include: Implementing new teaching strategies that have been proven successful in other schools and providing additional academic support for students, during the school day and after school. Ask how many children take advantage of these resources and how parents are notified about this extra help.

Ask: Do all students have equal access to the most challenging classes, or are lower-achieving students grouped in remedial programs?

Listen for: Evidence that all students have access to high-level courses and an enriched curriculum. Ideally, the school actively discourages permanent 鈥渁bility grouping鈥� and remedial programs. If you鈥檙e not sure, ask to see the demographics of the students in accelerated courses vs. remedial courses.

Check out How to choose a school for your child. In our guide, you can see all the aspects of evaluating, visiting, and choosing the right school for your child鈥檚 unique needs. Then, you can search for schools near you.

Walking around the school: Looking for promising signs

Take a walk around the school, visiting classrooms and observing the surroundings. As you walk, keep an eye out for some of the following signs that this school is striving to support all students:

• Teachers using a variety of instructional strategies, including cooperative learning (students working in groups) and directed lessons, to meet the learning needs of the students. Watch to see if students look engaged in the lessons and if the purpose of the lesson is clear. Look for seating patterns and participation practices (how students are called on, for instance) that show the school is trying to engage all students, not just some of them.
• Artwork and decorations, both in the hallways and in classrooms, that value and affirm the culture, language, and backgrounds of the students.
• Evidence that the school makes an effort to communicate with parents through their home language and encourages parents of all ethnic and cultural groups to participate in the school.
• Accommodations for students with physical handicaps to access all parts of the school.

It may take years for a school to reverse historical trends of underachievement and inequity. The key is to look and listen for evidence that the school is aware of its challenges and is working actively to raise the achievement of all students.