Sentences with phrase «reduce test score gaps»

More resources will improve student achievement, and can reduce test score gaps between disadvantaged students and more advantaged students.

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).

Not exact matches

And depending upon which scale one uses, vouchers appear to reduce the black - white test score gap by either one - quarter or one - third.

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.

Eliminating the test score gap would also reduce racial disparities in men's earnings and would probably eliminate the racial disparities in women's earnings.

The authors of the funding study report that the school finance reforms they studied actually did not reduce socio - economic and racial gaps in test scores because low - income and minority students are not very concentrated in the districts that enjoyed spending increases.

Eliminating exclusionary zoning in a metro area would, by reducing its housing cost gap, lower its school test - score gap by an estimated 4 to 7 percentiles — a significant share of the observed gap between schools serving the average low - income versus middle / higher - income student.

Thus closing the test - score gaps that emerge in high school may be a critical prerequisite to reducing wage inequality between the races.

Adjusting the test - score data for this factor reduces the gap even more.

As scholars Christopher Jencks and Meredith Phillips write, «Reducing the black - white test score gap would do more to promote racial equality than any other strategy that commands broad political support.»

Thus adjusting the data for the effects of socioeconomic status reduces the estimated racial gaps in test scores by more than 40 percent in math and more than 66 percent in reading.

The current strategy that schools alone can do the job of reducing social inequalities, including the test score gap between minorities and whites, is simply flawed.

Consequently, reducing the well - known gap between the test scores of black and white students is now seen as an important way to reduce economic and other forms of inequality.

How well are schools — and other forces outside of school — doing at reducing the black - white test - score gap as young people move from one grade to the next?

The proposed reforms, outside and inside schools — to reduce the test - score gap between whites and poor minorities; to help poor minority families increase their income through steady work at livable wages and then their children's test scores will improve; to establish research - proven reading programs for every single, poor, or minority child; to give each kid a laptop computer — are endless and uncertain in their outcomes.

Such was found in Walter M. Haney's study for the Center for the Study of Testing, Evaluation, and Education Policy at Boston College entitled «Evidence on Education under NCLB (and How Florida Boosted NAEP Scores and Reduced the Race Gap)».

In fact, the test score gap between low - income minorities and affluent whites was reduced by 86 percent in math and 66 percent in English.

We use panel data in Washington State to study the extent to which teacher assignments between fourth and eighth grade explain gaps between advantaged and disadvantaged students — as defined by underrepresented minority status (URM) and eligibility for free or reduced price lunch (FRL)-- in their eighth grade math test scores and high school course taking.

- Reduced achievement gap - Increased course passing rate - Increased graduation rates - Higher standardized test scores in reading and math - More AP and IB tests taken - Fewer suspensions - Lower absenteeism

Further, participation in NC Pre-K reduced the gap in average 3rd grade test scores between low - income children and their peers who did not qualify for free or reduced - price meals.North Carolina Department of Public Instruction, Office of Early Learning.