For example, the research evidence in a study I co-authored of Tulsa's universal preschool program suggests that
test score effects of pre-K for middle - income children are 90 % as large as those for low - income children.
In Mike's second post criticizing our study he claims that
the test score effects of choice programs do reliably and positively predict their attainment effects because, after throwing out some cases (I'll get to that later), «both short - term test scores and long - term outcomes are overwhelmingly positive.»
Not exact matches
Sarah and Matt also discuss a new white paper on the
effects of redshirting in kindergarten (delaying a kid's start by a year), which suggest that being old for one's grade may result in higher
test scores, increased college attendance, and reduced likelihood
of incarceration for juvenile crime.
And whereas some psychologists find that high
scores on certain cognitive
tests correlate in older people with the ability to keep their spirits up, other researchers hypothesize that happiness in later life is an
effect of cognitive losses — which force older people to concentrate on simpler, happier thoughts.
GFI aims for diversity in their hires primarily through hiring practices that are intended to help them minimize the
effects of bias, such as encouraging staff to
score applications anonymously, using generalized ability
tests, and meeting applicants only late in the process.88 While they've hired many women, including in seven
of nine director roles, they find that their team is lacking in diversity in other ways, and they've met with Encompass to discuss further steps they can take to develop their diversity strategy.89 One staff member we spoke to mentioned that they hoped GFI would be able to begin paying interns, which might help diversify their team by broadening the pool
of potential interns who could afford to take a position with GFI.90, 91
«We have to deal with the issue
of the
effect of Common Core
testing on teacher evaluations,» Cuomo said Tuesday at a news conference on the state budget, referring to the tougher curriculum standards adopted by the state that produced sharply lower
scores on standardized
tests in New York last year.
«Although some types
of school moves can have positive
effects, most are associated with a range
of negative outcomes, including lower
test scores, grade retention, low self - esteem, trouble fitting into schools, dropping out and event adult substance abuse.»
The researchers from the University's Department
of Social Policy and Intervention, and the Swedish Institute for Social Research, Stockholm, studied the
test scores measuring cognitive ability
of children aged between 10 and 13, and found they had a strong
effect on a child's subsequent educational performance.
It was these two sets
of tests where participants who engaged in weekly sexual activity
scored the most highly, with the verbal fluency
tests showing the strongest
effect.
A Wisconsin law requiring public reporting
of test scores from voucher schools went into
effect during the last year
of the study, 2010, giving researchers a rare look at private - school
test scores both before and after the accountability mandate.
However, evidence from both small - scale, intensive interventions and Head Start suggest that despite this convergence on
test scores, there are long - term
effects on important societal outcomes such as years
of education completed, earnings, and reduced crime and teen pregnancy.
No association was found between the genetic risk
score and lifestyle factors and
testing confirmed that only the abdominal adiposity
effects of the identified gene variants were associated with cardiometabolic risk.
Indeed, because the
tests have such strong systematics, the use
of GRE and PGRE
scores as a measure
of potential success has well - documented and powerful
effects on the demographics
of the resulting graduate cohorts.
Although the study was not powered to detect an
effect of treatment on cognition (findings to be reported separately), in a post hoc analysis, we noted that final cognitive
test scores were correlated to the rate
of atrophy.
In a random
effects analysis, ALE
scores were
tested against a null hypothesis
of random distribution across the brain, thereby identifying those regions where empirical ALE values were higher than could be expected by chance.
The DTS - HD Master Audio 5.1 surround mix puts its eggs largely into the basket
of Alan Silvestri's
score, which is typically robust;
effects are peppy enough, though this isn't the sort
of track to
test your surround capabilities — it tends to be front - heavy.
We use common statistical procedures to estimate the
effect on math and reading
test scores of each additional year
of actual attendance at a charter school.
Although there were some small - scale random - assignment experiments
of the
effects of desegregation on
test scores, most
of what we know today concerns the relationship between a school outcome such as achievement on the one hand, and racial composition on the other.
investigates the
effect of snow days on
test scores.
Consistent with other research on school
effects, we find that the school a student attends can explain a substantial share
of the overall variation in
test scores: that single factor explains 34 percent
of the variation in math
scores and 24 percent
of the variation for reading.
In addition to examining the
effect of teacher gender on students»
test -
score performance, I examined teacher perceptions
of a student's performance and student perceptions
of the subject taught by a particular teacher.
We address this limitation by focusing on the
effect of school spending on such long - run outcomes as educational attainment and earnings rather than on
test scores.
But all previous evaluations
of the
effects of private schools or
of school voucher programs reported
test -
score results for both reading and math, or a composite measure
of the two, even if the researchers thought that one or the other was a better measure
of school performance.
Such «selection
effects» could in theory account for the apparent school impacts on
test scores, or even the apparent absence
of impacts on fluid cognitive skills.
My best estimate is that it lowers
test scores for both boys and girls by approximately 4 percent
of a standard deviation and has even larger
effects on various measures
of student engagement.
Such offsetting behavior would be
of interest in its own right, and we stress that our
test -
score results below reflect the
effects of any such changes.
The results indicate that the
effect of a later start time in both math and reading is more than twice as large for students in the bottom third
of the
test -
score distribution than for students in the top third.
Dan Koretz, Reporters Roundtable on High Stakes
Testing Bloomberg, 4/26/13 «Dan Koretz, professor and director of the Education Accountability Project at Harvard University, John Merrow, PBS education correspondent, Kevin Riley, Atlanta Journal Constitution editor in chief, and Greg Toppo, USA Today national K - 12 education reporter, discuss the effects and increased pressure of high stakes testing on education, test tampering indictments of 35 educators in Atlanta and renewed discussion about standardized test score irregularities in the District of Columbia.
Testing Bloomberg, 4/26/13 «Dan Koretz, professor and director
of the Education Accountability Project at Harvard University, John Merrow, PBS education correspondent, Kevin Riley, Atlanta Journal Constitution editor in chief, and Greg Toppo, USA Today national K - 12 education reporter, discuss the
effects and increased pressure
of high stakes
testing on education, test tampering indictments of 35 educators in Atlanta and renewed discussion about standardized test score irregularities in the District of Columbia.
testing on education,
test tampering indictments
of 35 educators in Atlanta and renewed discussion about standardized
test score irregularities in the District
of Columbia.»
This
effect is similar in size to those found in evaluations
of primary - school inputs» impacts on postsecondary outcomes, such as being assigned to a teacher who is particularly effective in raising student
test scores.
Koretz's research focuses on educational assessment and policy, particularly high - stakes
testing and its
effect on schools, as well as the validity
of the
score gains.
We therefore also evaluated the
effect of actually being retained, again controlling for race, eligibility for free or reduced - price lunch, English proficiency, and baseline
test scores.
I therefore separate the students in my sample by years
of age and estimate the
effect of start time on
test scores separately for each group.
To measure the
effect on
test scores of the retirements resulting from the ERI program, we exploit the fact that teachers with more years
of experience were much more likely to be affected by the program.
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.
This provided us with what are known as «baseline
test scores» that can be used to obtain more precise estimates
of program
effects.
Though each
of these policies has been tied to student
test -
score improvements, either the
effect size was too small or the policy affected too few students to alone account for the substantial
test -
score improvements seen on the NAEP and FCAT.
Putting a finger on exactly which policy changes produced the
test -
score improvements is remarkably difficult, because the state adopted a wide array
of policies that may have had a beneficial
effect.
Finally, earlier evaluations
of these programs found neutral to positive
effects on
test scores.
Nonetheless, they still reveal significantly positive
effects of attending private schools on African - American
test scores.
Yet virtually no
effect was seen on
test scores (outside
of 5th - grade math, an
effect that disappeared for those same children the next year).
Specifically, I separated out the
effects on
test -
score gains
of a student's race and ethnicity, as well as accounted for the influence
of a student's peers, by evaluating the influence
of demographic characteristics
of the student body, including average income level and percentage
of minority students.
Two recent experimental evaluations
of the Louisiana Scholarship Program found negative
effects of the program on student
test scores but one study was limited to just a single year
of outcome data and the second one (which I am leading) has only analyzed two years
of outcome data so far.
Recalling that black students have the lowest
scores on both the reading and math
tests, one can see that these results can be interpreted as the
effects of peer achievement.
M. Danish Shakeel, Kaitlin Anderson, and I just released a meta - analysis
of 19 «gold standard» experimental evaluations
of the
test -
score effects of private school choice programs around the world.
Two experimental studies
of the Charlotte privately - funded scholarship program, here and here, reported clear positive
effects on student
test scores but were limited to just a single year after random assignment.
Our meta - analysis avoided all three factors that have muddied the waters on the
test -
score effects of private school choice.
We went back to our data and analyzed the
effect of these cohort size differences on
test scores.
Of course, the effects of moving to a system of compensation based on assessment by principals depend on the relative importance they place on a teacher's ability to raise standardized test scores when making overall assessments of teachers» effectivenes
Of course, the
effects of moving to a system of compensation based on assessment by principals depend on the relative importance they place on a teacher's ability to raise standardized test scores when making overall assessments of teachers» effectivenes
of moving to a system
of compensation based on assessment by principals depend on the relative importance they place on a teacher's ability to raise standardized test scores when making overall assessments of teachers» effectivenes
of compensation based on assessment by principals depend on the relative importance they place on a teacher's ability to raise standardized
test scores when making overall assessments
of teachers» effectivenes
of teachers» effectiveness.
Thus we use a method that in
effect compares the
test -
score gains
of individual students in charter schools with the
test -
score gains made by the same students when they were in traditional public schools.
Black children exhibited the familiar
effect of an initial boost in
test scores that faded away, leading the researchers to attribute the lack
of sustained gains to the abysmal public schools in disadvantaged black neighborhoods.