Sentences with phrase «gaps in test scores»

But many public school teachers fear that the best charters are skimming off the best students, leaving them with the least motivated and hardest - to - reach kids — and amplifying the gaps in test scores.

Over-emphasis on closing gaps in test scores to the neglect of other issues has led to the development of accountability systems that can overlook the impacts of poverty on students» scores and often result in penalizing the very schools and teachers that are struggling the most and that need the most support.

Gaps in test scores between minority and white students have also narrowed over the past 30 years for some groups, especially Latino students.

Thus adjusting the data for the effects of socioeconomic status reduces the estimated racial gaps in test scores by more than 40 percent in math and more than 66 percent in reading.

The authors of the funding study report that the school finance reforms they studied actually did not reduce socio - economic and racial gaps in test scores because low - income and minority students are not very concentrated in the districts that enjoyed spending increases.

How well do these SES gaps in kindergarten readiness predict SES gaps in test scores in third or fifth grades?

These findings make clear that while we can learn a tremendous amount by comparing school districts in terms of their racial, ethnic, or socioeconomic gaps in test scores, there is a large degree of variation within school districts in their outcome gaps as well.

Variation in SES gaps in test scores and test score growth in the ten largest Florida school districts

The «No Child Left Behind» act, signed by President Bush in January, greatly expands federal oversight of public education, mandating annual testing of children in grades 3 through 8 and one grade - level in high school, insisting every classroom teacher be fully certified and setting a 12 - year timetable for closing racial and economic achievement gaps in test scores.

But she admitted there is still a large gap in the test scores of children from richer schools, where around two - thirds scored highly on the tests, and the results in poorer schools.

But she admits there's still a large gap in the tests scores of children from richer schools, where around two thirds scored highly on the tests, and the results in poorer schools.

Is 25 years a realistic goal for closing the racial gap in test scores?

The district's schools have also narrowed the achievement gap in test scores, which NWEA MAP measures show are trending upward.

The loss was equal to about 15 percent of the expected gap in test scores between black and white students at that age.

School - level associations between average SES of the school and the gap in test scores between top and bottom SES quartile students

Furthermore, the gains are approximately equivalent to a third of the black - white gap in test scores among students in the experiment.

When ELL students are not isolated in these low - achieving schools, their gap in test score results is considerably narrower, according to a Pew Hispanic Center analysis of newly available standardized testing data for public schools in the five states with the largest numbers of ELL students.

However, the raw gap in test scores remains large and both the raw and adjusted gaps grow as students move through school.

But she admitted there is still a large gap in the test scores of children from richer schools, where around two - thirds scored highly on the tests, and the results in poorer schools.

February 2012 — The University of Chicago Consortium on Chicago School Research found that four years after undergoing dramatic reform efforts, including turnarounds, low - performing elementary schools in Chicago closed the achievement gap in test scores by almost half in reading and two - thirds in math compared to similar schools that did not receive intervention.

And it's true that standardized tests have played an important role in pointing out the gap in test scores between socioeconomic and ethnic groups.

2) Decades of research into the causes of the gap in test scores between low - income and high - income students in the United States has consistently found a limited contribution from school - based factors.

1) There are large gaps in test score performance in the United States before students enter kindergarten.

There is a gap in test score performance between students who score high on this index and students who score relatively low on it in every country in the world.

If measured in proficiency rates, even if all schools succeed in closing the achievement gap, the «real» gap (i.e. gap in test scores between groups of students) are most likely to remain because closing the achievement gap simply means that more students are moving towards proficiency, not that the gap in academic performances between two groups of students is decreasing (Dahlin & Cronin, 2010).

Despite a wide range of reforms — based mostly around «academic rigor, discipline, and the value of test scores» (Sajnani et al. 2014, 207)-- the gap in test scores, graduation rates, and college acceptances persists between children in poverty and not in poverty (McAlister 1998, 69).

Not exact matches

In your article around Baltimore's technology gap («Computer - based tests a challenge for low - income students, some Baltimore teachers say,» April 22), we read that students who took the PARCC scored lower when they took the test on a computer than when they used paper and pencil.

In fact, the researchers report that «if similar success could be achieved for all minority students nationwide, it could close the gap between white and minority test scores by at least a third, possibly by more than half.»

According to statistics from the U.S. Department of Education, the gap in eighth - grade reading and math test scores between low - income students and their wealthier peers hasn't shrunk at all over the past 20 years.

De Blasio said Wednesday that the city's test scores beat out increases seen in the state's other «Big 5» urban school districts and stressed that the city is closing its performance gap with schools across the state in general.

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

«The growing income gap and increased economic segregation may lead to inequalities in children's test scores, educational attainment, and well - being,» Owens said.

They scale the gain in black students» scores by the standard deviation of test scores computed for a select sample of students, and observe that the gain in their scores due to attending private school is «roughly one - third of the test - score gap between blacks and whites nationwide.»

The failure was exemplified by high drop - out rates, dismal national test scores in math, reading, and other subjects, as well as widening achievement gaps.

For instance, in an April 28, 2004, column, Winerip described a school in Florida as unfairly penalized by NCLB, but he failed to mention that the school reported low overall test scores and had significant achievement gaps between white and minority students.

Over the past few years, the districts profiled in the report — the Houston Independent School District, the Sacramento City Unified School District, the Charlotte - Mecklenburg school system in North Carolina, and the Chancellor's District in New York City, a special 25,000 - student district of low - performing schools — have improved test scores and narrowed achievement gaps between minority and white students.

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.

This is nearly half the size of the black - white test - score gap in reading.

However, how boys and girls view academic subjects varies across subjects in ways that parallel the gender gaps in subject test scores.

As we've seen in New York, which is a few years ahead of the curve when it comes to making its tests much harder, a higher cut score will make achievement gaps look much bigger, and the achievement of most high - poverty schools look much worse.

We have known for decades that teachers were being pushed into using bad test prep, that states and districts were complicit in this, that scores were often badly inflated, and even that score inflation was creating an illusion of narrowing achievement gaps.

The effect is largest for students with below - average test scores, suggesting that later start times would narrow gaps in student achievement.

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

In The Education Gap: Vouchers and Urban Schools (Brookings, 2002), we and our colleagues reported that attending a private school had no discernible impact, positive or negative, on the test scores of non-African-American students participating in school voucher programs in Washington, D.C., New York City, and Dayton, OhiIn The Education Gap: Vouchers and Urban Schools (Brookings, 2002), we and our colleagues reported that attending a private school had no discernible impact, positive or negative, on the test scores of non-African-American students participating in school voucher programs in Washington, D.C., New York City, and Dayton, Ohiin school voucher programs in Washington, D.C., New York City, and Dayton, Ohiin Washington, D.C., New York City, and Dayton, Ohio.

On the 2017 National Assessment of Educational Progress, Chicago was the sole district to narrow its test - score gap between white students and black students in 4th - grade math compared to 2015.

Moreover, if an income gap made America unique, you would expect the percentage of American students performing well below proficiency in math to be much higher than the percentage of low performers in countries with average test scores similar to the United States.

Test scores have largely stalled in recent years and gaps have widened slightly, according to the National Assessment of Educational Progress.

Contributors to the Magnuson and Waldfogel collection are interested only in the third of those questions, with specific reference to the test - score gap between African American and white children.

The patient responded with strong vital signs for a time, as test scores climbed in the 1990s and achievement gaps narrowed.

This comports with the interpretation that average peer achievement influences everyone's test scores, since Asians score higher than whites in math overall (the Asian - white score gap is positive and relatively large in math, 0.62 of a standard deviation in the 4th, 5th, and 6th grades).