the word gap theory can be seen as part of a larger development in modern educational reform and movement: the achievement gap discourse. it is widely accepted and noted by scholars that ideas around individual outcome in schools varies based on various demographics. explaining variations in achievement in schools across levels of demographics that may result in a gap in student achievement has become the primary problems public schools have to address. the discourse is based on evidence and assumptions of why primarily poor students of color do not perform at the same levels as their more affluent white and certain asian group counterparts—it creates language to how schools and communities can be organized more optimally to help students and schools produce more equitable and successful outcomes. the achievement gap also addresses a gender gap achievement, and standardized test score gaps broadly across countries, notably with standardized examinations on stem subjects. the discourse can also be seen as a turning away from traditional explanations of performance in school as individualistic, to the creation of cultural framework understanding to help explain what conventions hinder and produce successful students. "under performing, adequate yearly progress (ayp), highly qualified, below basic, and proficient" are some terms used to mark good and bad aspects of schools, their teachers, and their students which in turn reifies the achievement gap theory. as a broader discourse, it is an idea which is multimodally shared and accepted as common belief between parents, policy makers, teachers and students through various means according to james paul gee's idea of discourse in socio-linguistic analysis.