Because Paedae taught advanced math to eleventh and twelfth graders, while the Florida FCAT only tested students through grade eight, 50 percent of her evaluation was based «on the school - wide performance of students taking the tenth - grade FCAT reading test — a test in a different subject administered... to
different students in an earlier grade» (p. 3).
Not exact matches
As noted
earlier, whereas Amrein and Berliner simply compared the test scores of 4th graders
in one year with those of a
different set of 4th graders four years later, we measured
students» growth
in achievement between the 4th and 8th
grades.
Across
grades and
different student subgroups, the Coleman study found that most of the variation
in student achievement is within rather than between schools, but a larger share of the variation is found between schools
in earlier grades and among more disadvantaged subgroups.
For several days
in early January, Michaelis and support staff members met with classroom teachers
in grades three to six charged with identifying
students in different subgroups (Hispanic, African American, English language learners, special education) at levels 1 and 2 with the best chance of scoring at a higher level on the math, reading, or writing section of the CMTs, if they received intensive, targeted remediation.
They claim that value - added studies that measure gains from one point
in time to the next fail to account for the fact that «two
students can have pretest scores and similar schooling conditions during a
grade and still emerge with
different posttest scores influenced by
different earlier schooling conditions.»
What they do: The standards only set the endgame of instruction, not the actual curriculum, but they definitely change how schools teach
students in different grades, including more depth
in specific topics and often
earlier in a child's school career.
At Southwestern, we have also developed a variety of initiatives.21 One is a vehicle for me as dean to teach first - year
students at the beginning and end of their six - credit legal writing course entitled LAWS (Legal Research, Analysis, Writing, and Skills).22 At the beginning, I present data from the After the J.D. study, which is a longitudinal study following close to 5,000 lawyers admitted to the bar
in the year 2000.23 The project is headquartered at the American Bar Foundation and involves the NALP Foundation among others.24 We have data from three years and seven years and will soon collect a third wave of data.25 I do a PowerPoint presentation that shows our
students what difference it makes
in early careers where one attends law school; what city or region one chooses to begin the career; what law school
grades are received; gender, race and ethnicity effects; earnings
in various settings; and the job satisfaction of people
in different positions.