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.
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