Sentences with phrase «japan-u.s. test score gap»

T. J. Kane, in C. Jencks and M. Phillips, Eds., The Black - White Test Score Gap (Brookings Institution, Washington, DC, 1998).

«The results indicate this combination of programs may potentially be one way to narrow the black - white test score gap.»

And depending upon which scale one uses, vouchers appear to reduce the black - white test score gap by either one - quarter or one - third.

The estimated gain from being offered a voucher is only half as large as the gain from switching to private school (in response to being offered a voucher), so the estimated impact of offering vouchers is no more than one - eighth as large as the black - white test score gap.

, The Black - White Test Score Gap (Washington: Brookings Institution, 1998).

Readers may also wish to read an important new essay by sociologist George Farkas, «The Black - White Test Score Gap» (Contexts, Spring 2004), which says that the racial rift is caused, more than any other thing, by divergent child - rearing practices (and preschool opportunities).

The most recent decade has been one of «stalled progress» in narrowing the black - white test score gap (Neal 2005, Magnuson and Waldfogel, 2008).

Judging by the currently available statistical evidence, eliminating the test score gap would sharply increase black college - graduation rates, making them nearly equal to white rates.

If we found the equivalent of halving the black - white test score gap from RCTs from a new cancer drug, everyone would be jumping for joy — even if the benefits were found only for certain types of cancer.

Eliminating the test score gap would also reduce racial disparities in men's earnings and would probably eliminate the racial disparities in women's earnings.

Closing the black - white test score gap would probably do more to promote racial equality in the United States than any other strategy now under serious discussion.

This suggests that the black - white test score gap is extremely sensitive to environmental factors, to social factors, and to policy factors.»

This indicates that while there are many reasons why school districts and states might want to seek to integrate relatively advantaged and relatively disadvantaged students within the same school, it appears unlikely that a policy goal of reducing the test score gap between students in these groups will be realized through further socioeconomic integration (at least once there gets to be the degree of socioeconomic integration necessary to be part of this study to begin with).

For the 20 schools with near - zero kindergarten readiness gaps, test score gaps in grades three and five range from less than two - fifths of a standard deviation to more than a full standard deviation.

As can be seen in Figure 2, the schools that have larger kindergarten readiness gaps also have larger test score gaps in third and fifth grades: as the kindergarten readiness gap increases by 10 percentage points, the test score gaps increase by around 0.06 of a standard deviation.

They show that, for fourth graders, the black - white test score gap had, in the 12 years prior to the passage of NCLB, opened up by 7 points.

Do SES test score gaps differ depending on whether the school is comparatively affluent or comparatively disadvantaged?

Sean Reardon, Demetra Kalogrides, and Ken Shores, «The Geography of Racial / Ethnic Test Score Gaps,» Stanford University, CEPA working paper 16 - 10, January 2017 version.

In this latter paper, Reardon and coauthors report that while racial / ethnic test score gaps average around 0.6 standard deviations across all school districts, in some districts the gaps are almost nonexistent while in others they exceed 1.2 standard deviations.

We observe that there is virtually no relationship between the relative affluence of the overall student body of the school and the SES test score gap in that school: schools serving primarily high - SES students and those serving primarily low - SES students have the same average SES test score gaps (around 0.8 standard deviations) in both third and fifth grades.

Among each of the ten largest districts in Florida, the observed range between the 10th and 90th percentile of the SES test score gap is larger than the observed difference between the school district with the largest SES gap and the school district with the smallest SES gap (among the ten largest school districts in Florida, that is).

For the 11 schools with kindergarten readiness gaps of around 30 percentage points, test score gaps range from less than third of a standard deviation to over 1.5 standard deviations.

Furthermore, while in some cases, the SES test score gap is less than 0.3 standard deviations, in other cases the gap is well above one standard deviation.

In Figure 3, we relate the average SES level of the school to the test score gap in third or fifth grade between students in the top and bottom SES quartile.

But the slopes are still far from the 45 - degree line, and at every level of the kindergarten readiness gap there exists a very large variation in test score gaps.

But after its passage into law, white, black and Hispanic students all made gains and the widening of the white - minority test score gap was reversed.

The first paper, released in July 2009 by Roland Fryer and Steven Levitt, found that while there are no mean differences between boys and girls in math when they start school, girls gradually lose ground, so that the gap between boys and girls after six years of schooling is half as large as the black - white test score gap.

We caution, however, that our analysis is correlational rather than causal, so these patterns of findings are merely suggestive that socioeconomic test score gaps persist relatively unabated regardless of the degree of socioeconomic integration at the school level, and are far from definitive.

Important new work by Reardon and his collaborators shows that not only test scores [5] but also racial test score gaps [6] vary dramatically across American school districts.

He is also the author or editor of numerous other publications including the following: School Choice International: Exploring public private partnerships (co-editor with Rajashri Chakrabarti) School Money Trials: The Legal Pursuit of Educational Adequacy (co-editor with Martin R. West) Reforming Education in Florida: A Study Prepared by the Koret Task Force on K - 12 Education (editor) The Education Gap: Vouchers and Urban Schools (with William G. Howell) Generational Change: Closing the Test Score Gap (editor) No Child Left Behind?

As scholars Christopher Jencks and Meredith Phillips write, «Reducing the black - white test score gap would do more to promote racial equality than any other strategy that commands broad political support.»

Many of the charter schools in our study aspire to boost minority achievement, so a natural benchmark for charter effectiveness is the black - white test score gap.

Kezia Wilson, 25, of Bedford - Stuyvesant, said pursuing a charter education for her son, Jonah Gillespie, 5, grew urgent after she learned of test score gaps.

An article by Roland Fryer and Steve Levitt that was published in Education Next in 2004 took a close look at the causes of the black - white test score gap.

The current strategy that schools alone can do the job of reducing social inequalities, including the test score gap between minorities and whites, is simply flawed.

«If the social class distribution of the United States were similar to that of top - scoring countries [Korea, Finland and Canada], the average test score gap between the United States and these top - scoring countries would be cut in half in reading and by one - third in math,» they announce.

The first book, Steady Gains and Stalled Progress, edited by Katherine Magnuson and Jane Waldfogel, includes chapters by social scientists who are intent on figuring out why the black - white test score gap narrowed sharply during the 1970s and 1980s, but then stayed constant, or even widened.

Rhode Island's action research found that a number of schools are narrowing test score gaps between students with IEPs and the student population as a whole.

-- With testing season starting up again, here's a reminder of last year's demoralizing news: Every California district and demographic group fared worse on the national Smarter Balanced tests, and the state's already large test score gaps grew.

More resources will improve student achievement, and can reduce test score gaps between disadvantaged students and more advantaged students.

In fact, the test score gap between low - income minorities and affluent whites was reduced by 86 percent in math and 66 percent in English.

Source: «The Geography of Racial / Ethnic Test Score Gaps», by Sean F. Reardon, Demetra Kalogrides and Kenneth Shores of Stanford

Related: New study finds that multiracial high schoolers show no test score gap with white students

While some economically disadvantaged students are white students, we use white students as the reference category to calculate test score gaps for both EL and economically disadvantaged students.

For example, if 10 percent of group A and 15 percent of group B met the standard, the test score gap for group A is 50 percent.

As a result, the test score gaps between high - need students and white students are larger on the SBAC than they were on CST for both math and ELA (Figure 1).3 In particular, the gap in math between EL students and white students was 80 percent on the SBAC, compared to 38 percent on the CST — in other words, the share of EL students who met the standard for the SBAC was 80 percent lower than the share of white students who met those standards.

Test score gap: The percentage difference between the share meeting the standard for two student groups.

«Names, Expectations, and the Black - White Test Score Gap.»

To better understand the test score gap, we explored the relationship between the share of students who are high - need in a district (or school) and the share of EL and economically disadvantaged students who met the SBAC standards.

But since 1988, when education policy shifted away from desegregation efforts, the reading test score gap has grown — to 26 points in 2012 — with segregated schooling increasing in every region of the country.