Sentences with phrase «of test score gaps»

Kezia Wilson, 25, of Bedford - Stuyvesant, said pursuing a charter education for her son, Jonah Gillespie, 5, grew urgent after she learned of test score gaps.

Not exact matches

Their first step of the evaluation is comparing scores on state assessment tests to «statistical expectations for the state» and pulling those that have a high gap.

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.

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.

«The results indicate this combination of programs may potentially be one way to narrow the black - white test score gap.»

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.»

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.

However, if raising overall test - score performance and addressing the achievement gap are to be the main focus of federal policy, it is foolish to have a panoply of programs that direct state and local officials toward a host of other priorities, distracting them from their core mission.

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

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.

Researcher: Nation's Future Depends on Raising White, Nonwhite Test Scores Observer & Eccentric, August 21, 2011» «If we can't make it happen, we may have already peaked as a nation,» said [Senior Lecturer] Ronald Ferguson, faculty co-chair and director of the Achievement Gap Initiative at Harvard.»

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.

For example, the effect of a one - hour later start time on math scores is roughly 14 percent of the black - white test - score gap, 40 percent of the gap between those eligible and those not eligible for free or reduced - price lunch, and 85 percent of the gain associated with an additional year of parents» education.

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, 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.

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).

If we found the equivalent of halving the black - white test score gap from RCTs from a new cancer drug, everyone would be jumping for joy — even if the benefits were found only for certain types of cancer.

An analysis of test score gains made by students in 49 countries which was published in Ed Next last year found that students in the U.S. were not on track to close the global achievement gap.

Several factors affect poor children's academic performances, and more money doesn't always close the gap between their test scores and the scores of their white, middle class counterparts, Neill told Education World.

One highlight that had nothing to do with teachers was that a lot of the gap we see in end of 8th - grade test scores and high school course taking between advantaged and disadvantaged students can be explained by a student's 3rd - grade test.

Up to eight states would be authorized to conduct demonstration programs testing whether state control of Head Start actually leads to better coordination of preschool programs, greater emphasis on school readiness, improvement in poor children's preschool test scores, and progress in closing the achievement gap between poor and advantaged students.

Finally, in Kenya, where the raw test scores showed students in private and public schools performing at similar levels, the fact that private schools served a far more disadvantaged population resulted in a gap of 0.1 standard deviations in English and 0.2 standard deviations in math (after accounting for differences in student characteristics).

What to make of the white - black SAT test - score gap, for instance, which is bigger than ever?

In both math and reading, the national test - score gap in 1965 was 1.1 standard deviations, implying that the average black 12th grader placed at the 13th percentile of the score distribution for white students.

Her litany of complaints about the academic results of Klein's «radical restructuring» is somewhat familiar — «inflating» test results and «taking shortcuts» to boost graduation — except for the charge that «the recalibration of the state scores revealed that the achievement gap among children of different races in New York City was virtually unchanged between 2002 and 2010, and the proportion of city students meeting state standards dropped dramatically, almost to the same point as in 2002.»

After almost five years, the federal No Child Left Behind (NCLB) Act already has made a significant impact on U.S. schools, based on improved test scores and a narrowing of the achievement gap, according to U.S. Secretary of Education Margaret Spellings.

In the other two election years, the gap of a month or two between the release of scores and election day may have allowed the issue of test scores to fade from voters» minds.

The failure of the United States to close the international test - score gap, despite assiduous public assertions that every effort would be undertaken to produce that objective, raises questions about the nation's overall reform strategy.

This indicates that while there are many reasons why school districts and states might want to seek to integrate relatively advantaged and relatively disadvantaged students within the same school, it appears unlikely that a policy goal of reducing the test score gap between students in these groups will be realized through further socioeconomic integration (at least once there gets to be the degree of socioeconomic integration necessary to be part of this study to begin with).

For the 20 schools with near - zero kindergarten readiness gaps, test score gaps in grades three and five range from less than two - fifths of a standard deviation to more than a full standard deviation.

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.

(We note that we've also investigated whether school - level SES is related to the SES gap in kindergarten readiness rates, and, as with test scores, there is no relationship between the SES of the overall student body of a school and the SES gap in kindergarten readiness.)

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

They show that, for fourth graders, the black - white test score gap had, in the 12 years prior to the passage of NCLB, opened up by 7 points.

Sean Reardon, Demetra Kalogrides, and Ken Shores, «The Geography of Racial / Ethnic Test Score Gaps,» Stanford University, CEPA working paper 16 - 10, January 2017 version.

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.

We observe that there is virtually no relationship between the relative affluence of the overall student body of the school and the SES test score gap in that school: schools serving primarily high - SES students and those serving primarily low - SES students have the same average SES test score gaps (around 0.8 standard deviations) in both third and fifth grades.

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).

For the 11 schools with kindergarten readiness gaps of around 30 percentage points, test score gaps range from less than third of a standard deviation to over 1.5 standard deviations.

In Figure 3, we relate the average SES level of the school to the test score gap in third or fifth grade between students in the top and bottom SES quartile.

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

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.

But after its passage into law, white, black and Hispanic students all made gains and the widening of the white - minority test score gap was reversed.