Findings demonstrate that a standards - based, inquiry science curriculum can lead to
standardized achievement test gains in historically underserved urban students, when the curriculum is highly specified, developed, and aligned with professional development and administrative support.
Not exact matches
A leading
test publisher, aiming to refute charges that
standardized -
test scores are inflated, has found in a new study that elementary - school students registered substantial
gains in basic - skills
achievement over the past decade.
Maryland's public school students made greater
gains on a national
standardized test than their peers in nearly every other state, although the
achievement gap between white and minority students persists.
The
gains even held up when we measured student
achievement with externally mandated
standardized tests (see Wiliam, Lee, Harrison, & Black, 2004).
By the 4th year, those kids who received the suite of RTL, RFS & SSS make huge
gains on our
standardized achievement tests.
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.
(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.