You guessed it: the media interpreted the Steele and Aronson results as meaning that
group differences in test scores are illusions that will evaporate if only we can get students to ignore the stereotypes that hold down their performance.
Not exact matches
The small increase
in the high - dose
group did not translate into beneficial effects because authors found no
difference between the three study
groups for changes
in spine, average total - hip, average femoral neck or total - body bone mineral density, trabecular bone
score, muscle mass or sit - to - stand
tests.
In the main study
group, exposure to anesthesia for surgery before the age of 4 was associated with an average
difference of 0.41 percent lower school grades and 0.97 percent lower IQ
test scores.
The absolute
differences in scores were hardly dramatic: On average, the literary
group outperformed the popular
group by about two questions (out of 36) on the RMET
test, and missed one fewer question (out of 18) on the DANVA2 - AF.
Murray's earlier books — Losing Ground
in 1984, on welfare policy, and The Bell Curve (with Richard Herrnstein)
in 1994, on the significance of
differences in intelligence as measured by intelligence
tests — aroused controversy, because, implicitly or explicitly, they focused attention on black Americans, who play a disproportionate role
in welfare policy, and as a
group score lower than whites on IQ
tests.
The smallest
differences after two years were observed
in New York City, where the combined
test scores of African - American students attending private schools were 4.3 percentile points higher than those of the control
group.
We compare the
test scores of students
in each of the seven categories, taking into account
differences in the students» socioeconomic characteristics, including parent schooling, self - reported household income, the number of non-school books
in the home, and the quality of the peer
groups (calculated by averaging family background and home resources for all students
in the classroom).
Looking at earlier
test scores and demographic characteristics, we find no statistically significant
differences between the lotteried -
in and lotteried - out
groups.
By year four, there was no statistically significant
difference in math
test scores between students who remained
in private schools and the matched comparison
group.
Scores for 17 - year - olds, the third age
group tested by NAEP, are a point or two higher than they were
in the 1970s but the
difference is not statistically significant.
... Educators 4 Excellence, a teachers
group that advocates the use of student
test scores in evaluations, called for union and district teachers to quickly resolve their
differences.
Our school profiles now include important information
in addition to
test scores — factors that make a big
difference in how children experience school, such as how much a school helps students improve academically, how well a school supports students from different socioeconomic, racial and ethnic
groups, and whether or not some
groups of students are disproportionately affected by the school's discipline and attendance policies.
Few
differences existed across
groups in 9th grade, but by the end of 10th grade, students»
test scores, academic grade point averages, and progress to graduation tended to be better for the students
in programs of study (i.e., treatment students) than for control / comparison students.
The achievement gap, as it is usually reported, is NOT the
difference in achievement
test scores between two
groups of students.
Results of
grouped t
tests and Mann - Whitney U
tests to show t or z values, degrees of freedom, and p values for the
differences in the changes
in scores from baseline to follow up between the control and intervention
group
Grouped t
tests were used to compare the mean change
in scores in the control and intervention
groups where the
differences were normally distributed (ECBI intensity
score, SDQ total
score, PSI parent child interaction, and parent domains), and Mann - Whitney U
tests for the mean change
in scores in the two
groups where the
differences were not normally distributed (ECBI problem
score, SDQ conduct, hyperactivity, emotional, peer and prosocial scales, GHQ somatic anxiety, social, depression and total
scores, PSI difficult child domain and total
score, and SES).
Results of
grouped t
tests and Mann - Whitney U
tests to show t or z values, degrees of freedom, and p values for the significant
differences in the changes
in scores between the control and intervention
group
In tests of the main study hypotheses, the experimental group showed a significant decrease in attachment anxiety after the online program, t (25) = 4.69, p <.001, d = 1.03, but no decrease in attachment avoidance, t (25) = -0.96, p =.35, d = 0.19, and there was no significant difference between the two study groups on either change in anxiety scores, controlling for baseline avoidance, F (1, 47) = 0.39, p =.54, η2p =.008, or change in avoidance scores, controlling for baseline anxiety, F (1, 47) = 0.49, p =.49, η2p =.010, from pre-test to post-tes
In tests of the main study hypotheses, the experimental
group showed a significant decrease
in attachment anxiety after the online program, t (25) = 4.69, p <.001, d = 1.03, but no decrease in attachment avoidance, t (25) = -0.96, p =.35, d = 0.19, and there was no significant difference between the two study groups on either change in anxiety scores, controlling for baseline avoidance, F (1, 47) = 0.39, p =.54, η2p =.008, or change in avoidance scores, controlling for baseline anxiety, F (1, 47) = 0.49, p =.49, η2p =.010, from pre-test to post-tes
in attachment anxiety after the online program, t (25) = 4.69, p <.001, d = 1.03, but no decrease
in attachment avoidance, t (25) = -0.96, p =.35, d = 0.19, and there was no significant difference between the two study groups on either change in anxiety scores, controlling for baseline avoidance, F (1, 47) = 0.39, p =.54, η2p =.008, or change in avoidance scores, controlling for baseline anxiety, F (1, 47) = 0.49, p =.49, η2p =.010, from pre-test to post-tes
in attachment avoidance, t (25) = -0.96, p =.35, d = 0.19, and there was no significant
difference between the two study
groups on either change
in anxiety scores, controlling for baseline avoidance, F (1, 47) = 0.39, p =.54, η2p =.008, or change in avoidance scores, controlling for baseline anxiety, F (1, 47) = 0.49, p =.49, η2p =.010, from pre-test to post-tes
in anxiety
scores, controlling for baseline avoidance, F (1, 47) = 0.39, p =.54, η2p =.008, or change
in avoidance scores, controlling for baseline anxiety, F (1, 47) = 0.49, p =.49, η2p =.010, from pre-test to post-tes
in avoidance
scores, controlling for baseline anxiety, F (1, 47) = 0.49, p =.49, η2p =.010, from pre-test to post-test.
However, when
tested with the three
group severity variable a
group difference in PSI
scores did emerge F (2, 942) = 7.71, p <.001.
Mean
group differences were compared via t
tests, and
differences in rates of clinically significant CBCL T
scores were compared with χ2 analyses.