The Coleman Report came under intense fire, but re - analyses of the Coleman data and the collection of new data in the decades since it appeared support its finding that the quality of public schools doesn't make
much difference in student achievement.
Not exact matches
He found that the money did not make
much of a
difference in the academic
achievement of the
students most likely to be affected.
Differences are unable to explain the much larger differences in student achievement between the United States and other
Differences are unable to explain the
much larger
differences in student achievement between the United States and other
differences in student achievement between the United States and other countries.
Small
differences in the estimated effects of teachers on their
students»
achievement can appear to be
much larger, because most teachers are about equally successful with the assortment of
students they teach
in a given year, regardless of whether those
students begin the year as low - achievers or high - achievers.
Although white test - takers and ELL test - takers are largely not educated
in the same public schools, there are public schools that educated both white and ELL
students.8 To gauge how
much of the ELL
achievement gap is due to white
students and ELL
students attending different schools, this section of the report measures the
difference in math proficiency, based on the state assessment tests, between ELL
students and white
students who attend the same schools.
The importance of additional school resources for
student achievement has long been debated, with many researchers arguing that school resources do not matter
much in explaining
differences in student achievement between schools, and therefore that money does not matter.