Featured in The Hechinger Report: With Achieve3000, struggling Quitman Street Renew School sees highest
reading test score gains of all 45 Newark elementary and middle schools.
What explains this disconnect between math and
reading test score gains and later - life outcomes?
Not exact matches
The largest
gains for the
test — the Kentucky Instructional Results System, or KIRIS — came in
reading and mathematics, with fewer students
scoring at the «novice,» or lowest, level and more students
scoring at the «proficient» and «distinguished» levels.
If the same approach is applied to the STAR sample to adjust for the fact that some students did not enroll in the class they were assigned to - and a comparable sample of low - income black students is used - the
gains in
test scores after two years of attending a small class (average of 16 students) as opposed to a regular - size class (average of 23 students) is 9.1 national percentile ranks in
reading and 9.8 ranks in math.
Even if we ignore the fact that most portfolio managers, regulators, and other policy makers rely on the level of
test scores (rather than
gains) to gauge quality, math and
reading achievement results are not particularly reliable indicators of whether teachers, schools, and programs are improving later - life outcomes for students.
The correlations between our summary measure of fluid cognitive ability and
test -
score gains in math and
reading were 0.32 and 0.18, respectively.
In 1998, Florida
scored about one grade level below the national average on the 4th - grade NAEP
reading test, but it was
scoring above that average by 2003, and made further
gains in subsequent years (see Figure 1).
In particular, since 2001 (that is, since NCLB was passed), there have been sizable
gains in NAEP 4th - and 8th - grade math
tests, small improvements in 4th - and 8th - grade
reading tests, and very little change in 12th - grade
scores.
These new systems depend primarily on two types of measurements: student
test score gains on statewide assessments in math and
reading in grades 4 - 8 that can be uniquely associated with individual teachers; and systematic classroom observations of teachers by school leaders and central staff.
According to an analysis by Eric Hanushek, Ludger Woessmann and Paul Peterson, Indiana was toward the back of the pack when it came to
test score gains on the National Assessment of Educational Progress in
reading, math, and science from the early 1990s until today.
Results from a new report on
test scores show the nation's students making modest
gains in math and science in recent years, while failing to significantly increase their
reading and writing performance.
A study of
test scores from 2010 through 2014, by economists at the Massachusetts Institute of Technology and Duke University, found that Denver's charters produced «remarkably large
gains in math,» large
gains in writing, and smaller but statistically significant
gains in
reading, compared to DPS - operated schools.
The council's Beating the Odds VI report, a city - by - city analysis of student performance, recently revealed that urban students»
scores on state assessments in
reading and math as well as on the more rigorous federal
test — the National Assessment of Educational Progress (NAEP)-- are rising, with urban students making the most
gains in mathematics.
Their entire database consists of
gains in average
scores in math and
reading from three specific
tests - TAAS, the Texas NAEP, and the national NAEP - for three racial groups.
Only 48.6 percent of New York City students
read above the national average, but students have made
gains over the past decade, according to standardized
test scores.
On the Nation's Report Card's main
tests, 4th and 8th grade
reading and math
scored gains in 49 of 50 states.
In
reading, however, we found no difference in the
test -
score gains achieved by F schools and low - performing non-F schools, suggesting that regression to the mean could be influencing our results in
reading.
Arlington schools as a whole saw notable
gains in
reading and math
scores, with 86 percent and 87 percent of students districtwide passing those subject
tests.
Reading and Math
Scores: «Handle With Care», June 15, 2017:
Test score gains tell us something useful.
In DC ~ schools chancellor Michelle Rhee boasted that all subgroups improved
reading and math
test scores between 2007 and 2010 ~ with low - income and minority high school students showing double - digit
gains.
In
reading, the observed
gain declined from 3.1 to 1.6 percentile points, but it still represented 29 percent of the black - white
test -
score gap in
reading (see Figure 2).
Earlier program evaluation reports for Louisiana showed that voucher students made significantly lower
gains on math and
reading test scores in the first year (27 percentile points and 17 percentile points lower, respectively) than students who applied for vouchers but were not awarded them through the lottery.
In the meantime, the Bloomberg administration has some positive
test scores under its belt already, including an impressive 9.9 percentage point
gain for 4th graders on the state's most recent
reading tests, the largest jump since the
test was initiated in 1999.
School systems can and should do much more to draw upon the knowledge and expertise of these staff members, and now that the national conversation about school improvement has begun to expand beyond its narrow fixation on
test -
score gains in
reading and math, policy makers may be ready to take a fresh look at their work.
A new study of international and U.S. state trends in student achievement growth shows that the United States is squarely in the middle of a group of 49 nations in 4th and 8th grade
test score gains in math,
reading, and science over the period 1995 - 2009.
LA's fourth - graders in poverty lost 2 points in math on the latest national
test scores but
gained 3 points in
reading.
A growing number of people, including both school choice advocates and education reform opponents, say there's little evidence that standardized
test score gains in math and
reading lead to improved long - term life outcomes.
Among the facts from the National Assessment of Educational Progress (NAEP) Fourth Grade
Reading report cited by FairTest: — There has been no gain in NAEP grade four reading performance nationally since 1992 despite a huge increase in state - mandated testing; — NAEP scores in southern states, which test the most and have the highest stakes attached to their state testing programs, have declined; — The NAEP score gap between white children and those from African American and Hispanic families has increased, even though schools serving low - income and minority - group children put the most emphasis on testing; and — Scores of children eligible for free lunch programs have dropped sinc
Reading report cited by FairTest: — There has been no
gain in NAEP grade four
reading performance nationally since 1992 despite a huge increase in state - mandated testing; — NAEP scores in southern states, which test the most and have the highest stakes attached to their state testing programs, have declined; — The NAEP score gap between white children and those from African American and Hispanic families has increased, even though schools serving low - income and minority - group children put the most emphasis on testing; and — Scores of children eligible for free lunch programs have dropped sinc
reading performance nationally since 1992 despite a huge increase in state - mandated
testing; — NAEP
scores in southern states, which test the most and have the highest stakes attached to their state testing programs, have declined; — The NAEP score gap between white children and those from African American and Hispanic families has increased, even though schools serving low - income and minority - group children put the most emphasis on testing; and — Scores of children eligible for free lunch programs have dropped since
scores in southern states, which
test the most and have the highest stakes attached to their state
testing programs, have declined; — The NAEP
score gap between white children and those from African American and Hispanic families has increased, even though schools serving low - income and minority - group children put the most emphasis on
testing; and —
Scores of children eligible for free lunch programs have dropped since
Scores of children eligible for free lunch programs have dropped since 1996.
Results have been mixed, ranging from
gains in high school graduation and college enrollment rates (e.g., Chingos and Peterson 2012), small increases in
reading and math
scores (e.g., Greene et al. 1998), or increases in math but not
reading scores (Rouse 1998), to no significant change in
test scores (e.g., Howell and Peterson 2006; Wolf et al. 2011).
I do see problems with judging teachers solely on
test score gains in
reading and math, but we've got to start somewhere.
«The magnitude of the
test -
score gains from one year are equivalent to 10 percent to 20 percent of the achievement gap between minority and white students,»
reads the report.
Using the Oregon Assessment of Knowledge and Skills (OAKS)
test,
gains in math went up by double - digits and
reading scores climbed 15 percent.
When Sara Neufeld wrote in The Hechinger Report last year that Newark's Quitman Street Renew School had the greatest
test score gains in
reading of all 45 elementary and middle schools in Newark the prior spring, we at Education Elements saw it as triumph.
Despite this my daughter failed her
Reading Test gaining 99 as her
score.
This study looked at students in Florida's tuition tax credit program and found that there were no
gains in
reading or math
test scores, compared to students nationally.
The results have been promising: A study of statewide implementation of the 5Essentials across Illinois — a state that encompasses districts of diverse size and composition — found that strength on the five essential supports is positively related to higher
test scores and larger
gains over time in math and
reading, positive changes in attendance rates, and improved graduation rates.
The Malloy Administration may be keeping the «Lid On Mastery
Test Scores,» but in New York, politicians are already vying for credit after «New York City public school students show slight
gains in math and
reading tests.»
«DPS shows progress in rigorous NAEP, being only one of six districts nationally to show increases in student
test scores, while beating state's
gains on math and
reading,» the district said in a press release.
That said, the highest - quality research studies find that charter schools tend to produce greater
gains in math and
reading test scores for traditionally disadvantaged students, compared to the
gains these same students would achieve if they attended a traditional public school.
These students perform better in third grade
reading and math
tests, have larger
test score gains over time, have fewer absences and disciplinary incidents, are less likely to repeat grades, and are more likely to graduate from high school in four years.
The E. M. Kauffman funded Philliber Research Associates evaluation of the CDF Freedom Schools program in Kansas City conducted between 2005 - 2007 indicates children who attend CDF Freedom Schools programs
score significantly higher on standardized
reading achievement
tests than children who attend other summer enrichment programs; African American middle schools boys made the greatest
gains of all.
Students in the District's traditional public schools
scored higher than ever on the city's math and
reading tests this year, also posting the largest single - year
gain since 2008, according to
test results released Tuesday.
(http://www.senatorphilpavlov.com/commentary-how-we-are-reinventing-states-outmoded-education-system/) What Sen. Pavlov fails to mention is that
gaining a spot on the state's «achievement gap list» is no measure of any sort of educational or learning issue — its simply an indication that a school's students have not met a predetermined goal, set by the state (not teachers), with respect to standardized
test scores in math or
reading.
In a comparative study of
test scores in states showing changes in the number of librarians between 2004 and 2009, Lance and Hofschire (2011) determined states which
gained school librarians demonstrated a greater rise in
reading scores while states that lost librarians had an overall decline in
reading scores.
After controlling for poverty and
test scores from previous years, the Responsive Classroom (RC) approach contributed to the
gains in both
reading and math, with a greater difference between the intervention and control schools seen in math.