To my mind, the failure to find meaningful
differences in student performance between charter schools that do and don't use computerized learning is significant.
Not exact matches
The attacks continued when Assemblywoman Inez Barron (D - Brooklyn) blasted Deputy Chancellor John White over the
difference in performance between white and black
students.
While existing research has compared academic
performance between in - person and online
students, little is known about the
differences among the
students themselves.
To measure gains
in student achievement, we calculate the
difference between 8th - grade
performance in each subject and the
performance level that would have been expected based on
performance in both subjects
in 4th grade.
PISA shows that the
difference in performance between advantaged and disadvantaged
students in Australia is the equivalent of around three years of schooling.
[xi] Di Xu and Shanna Jaggars, «
Performance Gaps
Between Online and Face - to - Face Courses:
Differences Across Types of
Students and Academic Subject Areas,» Journal of Higher Education 85 (3), 633 - 659, 2014; Cassandra Hart, Elizabeth Friedmann, and Michael Hill, «Online Course - Taking and
Student Outcomes
in California Community Colleges,» Education Finance and Policy, forthcoming.
The OECD says results from the PISA collaborative problem - solving assessment show only 9 per cent of the
differences in students» scores (after accounting for their
performance in the three core domains of science, reading and mathematics), is observed
between schools.
Before Putnam employed the concept to explain
differences in governmental
performance between northern and southern Italy, Coleman and his colleagues developed it to theorize why
students in Catholic schools excel academically relative to their public school peers.
A 2004 NCREL meta - analysis of 116 effect sizes from 14 web - delivered K — 12 distance - education programs
between 1999 and 2004 found «no significant
difference in performance between students who participated
in online programs and those who were taught
in face - to - face classrooms...
in almost every comparison,
students in distance education programs performed as well as
students in classroom - based programs.»
Most
differences between performance in public and private schools, according to the report, can be attributed to elements
in the family background of the
students, such as family income and the parents» educational level.
Finally, because the
student - teacher pairings were initially random, any statistically significant
difference in performance between students with and without career - ladder teachers should be attributable to true
differences in the quality of the teachers.
Even
in places where low - income and minority
students are disproportionately assigned less - effective teachers, such
differences explain only a small share of the total
difference in performance between high - income and low - income
students.
In OECD countries generally, a large percentage of between - school variation in student performance is «explained» by differences in students» and schools» socioeconomic circumstance
In OECD countries generally, a large percentage of
between - school variation
in student performance is «explained» by differences in students» and schools» socioeconomic circumstance
in student performance is «explained» by
differences in students» and schools» socioeconomic circumstance
in students» and schools» socioeconomic circumstances.
A straightforward national indicator of disparities
between Australian schools is the percentage of total variance
in students»
performances attributable to «
between - school»
differences (with the remaining variance being «within - school»).
The graph shows that
students in these three ICSEA - based groupings of schools have different average reading levels and gives some indication of the influence of socioeconomic factors on
between - school
differences in student performance.
At the other extreme, countries that have adopted policies to stream
students into different kinds of secondary schools have created large
between - school
differences in student performance (
between - school variance above 60 per cent).
Average Year 9 reading results for schools
in three ICSEA groups (2009 to 2013) Of particular concern is the observation that, since 2000,
between - school
differences in student performance in PISA have been increasing.
Although
between - school
differences in student performance are closely associated with socioeconomic status
in all OECD countries, some countries have been more successful than others
in reducing the impact of socioeconomic disadvantage.
Percentage point
difference between the average annual
student academic
performance growth
in PowerMyLearning partner schools and comparison schools
On average, black
students typically score one standard deviation below white
students on standardized tests — roughly the
difference in performance between the average 4th grader and the average 8th grader.
A second difficulty
in interpreting the
differences in performance trends
between the two exams involves
student effort.
If the teacher's high value - added
in school A reflects her teaching ability, then the
performance of
students in grade 4
in school B should go up by the
difference in the effectiveness
between her and the teacher she is replacing.
By 2000, math scores were roughly 0.3 standard deviations higher than predicted, an improvement about one quarter the size of the
difference in math
performance between Chicago
students in consecutive grades
in 1995.
Yet on key comparisons, especially by
students» race, there is no statistically significant
difference between the
performance of kids
in charter schools and traditional public schools.
Performance differences between charter school
students and their traditional public school peers were especially strong among black and Hispanic
students in poverty and Hispanic
students who are ELL
in both reading and math.
If there are large discrepancies
between the aggregate
performances of
students on different measures that are not explained by
differences in the skills and content they are measuring, this is a flag for further examination of how the assessments are being designed or scored.
Yet even taking into account the possible
differences in students» and parents» levels of motivation, the academic
performance gap
between these charter schools and public schools that serve similar
students is striking.
Changes
in student performance across years or
differences between groups of
students in 2017 are discussed only if they have been determined to be statistically significant.
While Connecticut ranks nationally as one of the states with the highest
student performance, the data mask discrepancies
in test scores
between economic, racial and cultural
differences.
But it does explain why research shows that the
difference between teachers only accounts for at most 20 % of the variance
in student test
performance.
He found significant variability
in LAUSD teacher quality, as demonstrated by
student performance on standardized tests
in reading and math, and he concluded that
differences between «high - performing» and «low - performing» teachers accounted for
differences in student performance.
Differences between principals who are rated effective versus highly effective
in terms of their school culture, teacher
performance and
student outcomes
In a school of 415, one
student's
performance can be
difference between a D, which triggers state intervention, and a C, which does not.
Of the five states (Arizona, Florida, Ohio, California and Texas) that opened the greatest number of charter schools
in the first 10 years of chartering, four posted negative
student achievement results while the fifth (California) showed no significant
difference between charter and traditional public school
performance.
Therefore, the achievement gap may be a misrepresentation of the true
difference in the academic
performance between two groups of
students.