Using a multilevel framework that takes into account numerous predictors and the clustering of students within schools, we show
a statistically significant achievement gap between Native Hawaiian and white students, Pacific Islander and white students and Native Hawaiian and Pacific Islander students.
Not exact matches
A final evaluation report from an external evaluator showed a
statistically significant improvement in third grade reading scores in the five communities, narrowing of the
achievement gap.
To achieve this vision, combined state, district, and school efforts must close
significant and persistent
achievement gaps, which occur when one student group
statistically outperforms another.18 However, data from international, national, and state - level sources all confirm that nonwhite, disabled, poor, and non-English-speaking students perform more poorly than their peers outside of these groups.19
A P - 3 Approach and its Effectiveness in Closing
Achievement Gaps: Hawaii's P - 3 Initiative describes implementation of the Hawaii P - 3 Initiative, along with findings from a five - year RAND evaluation of the Initiative which showed a statistically significant improvement in third grade reading scores in the five communities, narrowing the achie
Achievement Gaps: Hawaii's P - 3 Initiative describes implementation of the Hawaii P - 3 Initiative, along with findings from a five - year RAND evaluation of the Initiative which showed a
statistically significant improvement in third grade reading scores in the five communities, narrowing the
achievementachievement gap.
Results show that low - SES students made
statistically significant gains in social studies and content literacy and, at post-test, showed no
statistically significant differences from the students in the high - SES schools: Following instruction, there was no SES
achievement gap on these assessments.
In all, the study finds a
statistically significant gap in overall teacher skill amounting to a difference of about 2 percentile points in the
achievement gap between the two groups of students.
While this represented a
significant gain for black students, the improvement did not translate into a
statistically significant narrowing of the
achievement gap with white students.
There were no
statistically significant changes in the
achievement gaps in fourth - grade reading between white students and black and Hispanic students.