Sentences with phrase «large test score gaps»

-- With testing season starting up again, here's a reminder of last year's demoralizing news: Every California district and demographic group fared worse on the national Smarter Balanced tests, and the state's already large test score gaps grew.

As can be seen in Figure 2, the schools that have larger kindergarten readiness gaps also have larger test score gaps in third and fifth grades: as the kindergarten readiness gap increases by 10 percentage points, the test score gaps increase by around 0.06 of a standard deviation.

Not exact matches

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.

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.

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

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).

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

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.

Among each of the ten largest districts in Florida, the observed range between the 10th and 90th percentile of the SES test score gap is larger than the observed difference between the school district with the largest SES gap and the school district with the smallest SES gap (among the ten largest school districts in Florida, that is).

But the slopes are still far from the 45 - degree line, and at every level of the kindergarten readiness gap there exists a very large variation in test score gaps.

The first paper, released in July 2009 by Roland Fryer and Steven Levitt, found that while there are no mean differences between boys and girls in math when they start school, girls gradually lose ground, so that the gap between boys and girls after six years of schooling is half as large as the black - white test score gap.

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.

If you look at math test scores in other countries, you see that the gender gap at the high end is not a universal phenomenon: In Iceland, Thailand, Indonesia, and the U.K., girls and boys score at about the same levels in the 95th and 99th percentiles: (click chart for larger image)

And while test scores in the district have improved since IMPACT began, a recent study by the National Urban League found that Washington produces the nation's largest reading - proficiency gaps between black, Hispanic and white fourth - graders.

Nevertheless, the effect was still quite large (representing 35 percent of the corresponding black - white test - score gap in this data set) and statistically significant.

While both countries, especially Chile, have made progress in narrowing test - score gaps among their students, large differences persist.

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.

The state of California has implemented a number measures to close one of the largest and most persistent achievement gaps in the nation, Recently released scores for the National Assessment of Educational Progress, a nationwide test for fourth - and eighth - graders in math and reading given every two years, show that California's students are still performing below the... Continue reading California: Moving the Needle on the Achievement Gap

«In some cases, these charter schools have quite large effects, such that attending one for three years produce test - score gains that are equivalent to the size of the U.S. black - white achievement gap,» said Sarah Cohodes, an assistant professor of education and public policy at Columbia University in a publication from Princeton University and the Brookings Institute.

And while test scores in the district have improved since IMPACT began, a recent study by the National Urban League found that Washington, D.C. produces the nation's largest reading - proficiency gaps between black, Hispanic and white fourth - graders.

For instance, while boys in well - off families have almost the same test scores as their sisters, the gap is more than three times as large in the most disadvantaged families, the study found.

As a result, the test score gaps between high - need students and white students are larger on the SBAC than they were on CST for both math and ELA (Figure 1).3 In particular, the gap in math between EL students and white students was 80 percent on the SBAC, compared to 38 percent on the CST — in other words, the share of EL students who met the standard for the SBAC was 80 percent lower than the share of white students who met those standards.

But the school formerly had a large test - score gap between these more advantaged students and the school's low - income students of color — a gap that closed dramatically after the school detracked its curriculum.

That was true on the old tests as well, but — as with the previously released high school PARCC scores — the gaps on the new tests are even larger.

In a recent study, we calculated the consequences for economic growth, lifetime earnings, and tax revenue of improving educational outcomes and narrowing educational achievement gaps in the United States.1 Among other results, we found that if the United States were able to raise the math and science PISA test scores of the bottom three quarters of U.S. students so that they matched the test scores of the top quarter of U.S. kids (and thereby raised the overall U.S. academic ranking to third best among the OECD countries), U.S. GDP would be 10 percent larger in 35 years.

Second, the gains were larger for kids of color than for white students, suggesting that this could make a slight dent in longstanding test - score gaps.

At the same time, the test - score gap between New York City and the other four largest cities in the state jumps out.

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

Among those born 20 — 25 years later, the gap in standardized test scores was roughly 1.25 standard deviations — 40 percent larger than the gap several decades earlier.1

Less qualified teachers, large learning gaps, and lower standardized test scores all translate into one thing — a lower school rating.