Sentences with phrase «test score gap»

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

In addition, they had recently narrowed test score gaps between each of their racial / ethnic groups and white students in the rest of the state.

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

For the 11 schools with kindergarten readiness gaps of around 30 percentage points, test score gaps range from less than third of a standard deviation to over 1.5 standard deviations.

Many of the charter schools in our study aspire to boost minority achievement, so a natural benchmark for charter effectiveness is the black - white test score gap.

Do SES test score gaps differ depending on whether the school is comparatively affluent or comparatively disadvantaged?

For the 20 schools with near - zero kindergarten readiness gaps, test score gaps in grades three and five range from less than two - fifths of a standard deviation to more than a full standard deviation.

In this latter paper, Reardon and coauthors report that while racial / ethnic test score gaps average around 0.6 standard deviations across all school districts, in some districts the gaps are almost nonexistent while in others they exceed 1.2 standard deviations.

While some economically disadvantaged students are white students, we use white students as the reference category to calculate test score gaps for both EL and economically disadvantaged students.

He concluded, «It would be a mistake to allow the narrowing of test score gaps, although an important accomplishment, to overshadow the languid performance trends of high - achieving students... Gaps are narrowing because the gains of low - achieving students are outstripping those of high achievers by a factor of two or three to one.»

-- With testing season starting up again, here's a reminder of last year's demoralizing news: Every California district and demographic group fared worse on the national Smarter Balanced tests, and the state's already large test score gaps grew.

But after its passage into law, white, black and Hispanic students all made gains and the widening of the white - minority test score gap was reversed.

Coinciding with this period of rising economic school segregation has been an increase in the math and reading test score gap by income.

Rhode Island's action research found that a number of schools are narrowing test score gaps between students with IEPs and the student population as a whole.

If we found the equivalent of halving the black - white test score gap from RCTs from a new cancer drug, everyone would be jumping for joy — even if the benefits were found only for certain types of cancer.

Even the observed range between the 25th and 75th percentile of the SES test score gap within a school district is typically in the same ballpark as the between - district range.

Controlling for regional factors such as size, income inequality, and racial / ethnic diversity associated with school test - score gaps, Southern metro areas such as Washington and Raleigh, and Western metros like Portland and Seattle, stand out for having smaller - than - expected test score gaps between schools attended by low - income and middle / high - income students.

But the data also suggest that the difference can only explain a trivial amount of the Japan-U.S. test score gap.

The black - white test score gap on the National Assessment of Educational Progress (NAEP) reading test narrowed by more than half between 1971 and 1988.

(Connecticut also has one of the widest test score gaps in the nation between low - income students and their more affluent peers.)

[17] Among the ten largest school districts in Florida, the average high - low - SES test score gap ranges from about 0.6 standard deviations to about 0.9 standard deviations in third and fifth grades, and the high - low - SES gap in test score growth ranges from zero to nearly one - tenth of a standard deviation.

Sean Reardon, Demetra Kalogrides, and Ken Shores, «The Geography of Racial / Ethnic Test Score Gaps,» Stanford University, CEPA working paper 16 - 10, January 2017 version.

The first book, Steady Gains and Stalled Progress, edited by Katherine Magnuson and Jane Waldfogel, includes chapters by social scientists who are intent on figuring out why the black - white test score gap narrowed sharply during the 1970s and 1980s, but then stayed constant, or even widened.

Kezia Wilson, 25, of Bedford - Stuyvesant, said pursuing a charter education for her son, Jonah Gillespie, 5, grew urgent after she learned of test score gaps.

Accordingly, while states that did not implement reforms have seen growing test score gaps between high - and low - income school districts over the last two decades, states that implemented reforms saw steady declines over the same period.

The racial and socioeconomic test score gap is also far smaller in Department of Defense schools than it is in most states.

But since 1988, when education policy shifted away from desegregation efforts, the reading test score gap has grown — to 26 points in 2012 — with segregated schooling increasing in every region of the country.

T. J. Kane, in C. Jencks and M. Phillips, Eds., The Black - White Test Score Gap (Brookings Institution, Washington, DC, 1998).

«The results indicate this combination of programs may potentially be one way to narrow the black - white test score gap.»

The estimated gain from being offered a voucher is only half as large as the gain from switching to private school (in response to being offered a voucher), so the estimated impact of offering vouchers is no more than one - eighth as large as the black - white test score gap.

, The Black - White Test Score Gap (Washington: Brookings Institution, 1998).

Readers may also wish to read an important new essay by sociologist George Farkas, «The Black - White Test Score Gap» (Contexts, Spring 2004), which says that the racial rift is caused, more than any other thing, by divergent child - rearing practices (and preschool opportunities).

The most recent decade has been one of «stalled progress» in narrowing the black - white test score gap (Neal 2005, Magnuson and Waldfogel, 2008).

Judging by the currently available statistical evidence, eliminating the test score gap would sharply increase black college - graduation rates, making them nearly equal to white rates.

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.

Closing the black - white test score gap would probably do more to promote racial equality in the United States than any other strategy now under serious discussion.

This suggests that the black - white test score gap is extremely sensitive to environmental factors, to social factors, and to policy factors.»

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).

[3] Likewise, the test score gap between children from rich and poor families in the United States has widened over time, and is now over a full standard deviation.

As can be seen in Figure 2, the schools that have larger kindergarten readiness gaps also have larger test score gaps in third and fifth grades: as the kindergarten readiness gap increases by 10 percentage points, the test score gaps increase by around 0.06 of a standard deviation.

They show that, for fourth graders, the black - white test score gap had, in the 12 years prior to the passage of NCLB, opened up by 7 points.

Across the board, there exists large within - school - type variation in school - level SES test score gaps, but almost no difference across school types (stratified by average student body SES) in the SES test score gap.

We observe that there is virtually no relationship between the relative affluence of the overall student body of the school and the SES test score gap in that school: schools serving primarily high - SES students and those serving primarily low - SES students have the same average SES test score gaps (around 0.8 standard deviations) in both third and fifth grades.

Among each of the ten largest districts in Florida, the observed range between the 10th and 90th percentile of the SES test score gap is larger than the observed difference between the school district with the largest SES gap and the school district with the smallest SES gap (among the ten largest school districts in Florida, that is).

Furthermore, while in some cases, the SES test score gap is less than 0.3 standard deviations, in other cases the gap is well above one standard deviation.

The first paper, released in July 2009 by Roland Fryer and Steven Levitt, found that while there are no mean differences between boys and girls in math when they start school, girls gradually lose ground, so that the gap between boys and girls after six years of schooling is half as large as the black - white test score gap.