Borg, Plumlee, & Stranahan (2007) claim that schools with larger percentage of students of color will likely continue to have lower
average student scores on accountability assessments.
Johanson et al. (2001) used comparison groups of mathematics and science students to look at student attitudes towards these subject areas; Shanahan et al. (2006) compared results on state tests in mathematics of students of teacher leaders
with average student scores at the district and state levels.
The same is generally true of math, with the exception of developmental bilingual programs,
where average student scores grow more slowly than those of students in English immersion.
Joseph's report includes three pieces of information: math scores for students in his class; district data
about average student scores disaggregated by ethnicity, gender, and the community's socioeconomic status; and next year's target scores for student achievement in math for his school.
Although
the average student score in U.S. history climbed a bit between 2001 to 2014, it remains well below the level indicating proficiency.
Inasmuch as a score of 617.1 points is more than one standard deviation above
the average student score on the PISA, it is clear that a group of highly accomplished students has been isolated.
The APD means that
the average student scored that many points above or below the «met» standard.
In other words, no longer will the state designate a school rating on how many reach standard, it will now be just on how
the average student scores.