Achievement Gap Provide 3 reasons why Ladson-Billings defines the "achievement gap" as the "educational debt."

Ladson and Billings are defining achievement gaps as educational debt based upon three primary factors. The most notable include: historical, economic and social - political factors. These different areas transform how someone looks at achievement and their role in reaching different objectives. (Ladson -- Billings, 2006)

Historical components are focusing on how inequalities existed in many areas of society. This made it difficult for them to be able to make these adjustments based upon certain advantages being provided to specific segments of society. Throughout the course of American history, these practices made it harder for minorities to receive the support they needed. Instead, they were forced to receive access to second class educational services. These differences in the quality of materials and services, resulted in the majority (i.e. whites) receiving the best education possible. While certain segments of society (i.e. African-Americans, Indians and Latinos) were relegated to the role of second class citizens. This created a shift as they were given less opportunities for economic advancement. (Ladson -- Billings, 2006)

Economic components are focusing on how much money is spent between various schools in minority communities and those of affluent (white families). This has added to the problem, with many poor urban areas not receiving the support or funding to match the levels of suburban communities. Evidence of this can be seen with Larsen -- Billings (2006) saying, "The Chicago public schools spend about $8,482 annually per pupil. While nearby Highland Park spends $17,291 per pupil. The Chicago public schools have an 87% Black and Latina/o population, while Highland Park has a 90% White population. Per pupil expenditures in Philadelphia are $9,299 per pupil...

The New York City public schools spend $11,627 per pupil for a student population that is 72% Black and Latina/o, while suburban Manhasset spends $22,311 for a student population that is 91% White." These differences in spending on education for minorities are contributing to the achievement gap in society. (Ladson -- Billings, 2006)
The social -- political factors are reflecting the amounts of exclusion where minorities are left out from the political process. In the field of education, most of the issues which are important to these segments are often ignored. The result is that an achievement gap will exist from not giving these individuals access to the entire process. (Ladson -- Billings, 2006)

A good example of this can be seen from Ladson -- Billings saying, "It is hard to imagine such a similarly drastic action on behalf of African-American, Latinos and Native American children in schools. For example, imagine that an examination of the achievement performance of children of color provoked an immediate reassignment of the nation's best teachers to the schools serving the neediest students. Imagine that those same students were guar- anteed places in state and regional colleges and universities. Imagine that within one generation we lift those students out of poverty. As a result of the sociopolitical component of the education debt, families of color have regularly been excluded from the decision- making mechanisms that should ensure that their children receive quality education. The parent -- teacher organizations, school site councils, and other possibilities for democratic participation have not been available for many of these families." These insights are showing how the inability to access key decision makers is contributing…