Sentences with phrase «test score gap from»

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.

Not exact matches

According to statistics from the U.S. Department of Education, the gap in eighth - grade reading and math test scores between low - income students and their wealthier peers hasn't shrunk at all over the past 20 years.

But she admitted there is still a large gap in the test scores of children from richer schools, where around two - thirds scored highly on the tests, and the results in poorer schools.

But she admits there's still a large gap in the tests scores of children from richer schools, where around two thirds scored highly on the tests, and the results in poorer schools.

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.

However, if raising overall test - score performance and addressing the achievement gap are to be the main focus of federal policy, it is foolish to have a panoply of programs that direct state and local officials toward a host of other priorities, distracting them from their core mission.

For example, from 1990 to 2007, black students» scale scores increased 34 points on the NAEP 4th - grade mathematics tests (compared with a 28 - point increase for whites), and the black - white achievement gap declined from 32 to 26 points during this period.

In the other two election years, the gap of a month or two between the release of scores and election day may have allowed the issue of test scores to fade from voters» minds.

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.

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.

But the slopes are still far from the 45 - degree line, and at every level of the kindergarten readiness gap there exists a very large variation in test score gaps.

We caution, however, that our analysis is correlational rather than causal, so these patterns of findings are merely suggestive that socioeconomic test score gaps persist relatively unabated regardless of the degree of socioeconomic integration at the school level, and are far from definitive.

Test - score gaps between high - and low - income students have been growing, as has the gap between the college enrollment rates of children from more - and less - advantaged families.

Having a teacher from one program or another typically changed student test scores by just.01 to.03 standard deviations, or 1 to 3 percent of the average score gap between poor and non-poor children.

We found negligible differences in teacher quality between programs, amounting to no more than 3 percent of the average test - score gap between students from low - income families and their more affluent peers.

African American students advanced from the bottom quarter of Chicago's test score distribution for white students to the 46th percentile in reading and math, essentially closing the racial achievement gap.

The gap was smaller on the reading test: 95 percent of students from high - scoring schools finished, versus 73 percent from schools where scores were low.

Reardon and Portilla noted that other data — from the National Assessment of Educational Progress (NAEP)-- show that the white - black and white - Hispanic gaps in fourth - grade test scores likewise narrowed between the same cohorts of children.

Global Gaps by Dr John Jerrim of the UCL Institute of Education (IoE) and Education Datalab analyses the 2015 test scores from the Organisation for Economic Co-operation and Development (OECD) PISA tests to assess how well the UK's schools are doing for the top 10 % of pupils.

«While England's brightest pupils score around average in international tests — and better in science — this analysis shows that there are some very big socio - economic gaps in attainment between the brightest pupils from poor and better - off homes.

Suppose that enlightened policymakers eventually fund the type of longitudinal study that would enable the tracking of changes in the black - white test - score gap from 1st grade to 12th grade for a single cohort of students — precisely the type of study Jacobsen and his colleagues call for.

In reading, the observed gain declined from 3.1 to 1.6 percentile points, but it still represented 29 percent of the black - white test - score gap in reading (see Figure 2).

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?

Using data from a variety of sources, including the National Longitudinal Survey of Youth, the High School and Beyond study, and the National Longitudinal Study of the High School Class of 1972, Jacobsen and his colleagues at Mathematica essentially confirm Neal and Johnson's findings, providing additional evidence that most of the remaining wage gap is due to differences in cognitive skills, as measured by test scores.

But she admitted there is still a large gap in the test scores of children from richer schools, where around two - thirds scored highly on the tests, and the results in poorer schools.

Many school systems have gotten the message that they need to be more data driven, and they are now awash in data - not just yearly student test scores, but figures on how different groups of students are doing in particular subjects or grade levels, how successful a school is at attracting and retaining teachers or closing the achievement gap among disadvantaged students, or how equitable funding is from school to school.

«In some cases, these charter schools have quite large effects, such that attending one for three years produce test - score gains that are equivalent to the size of the U.S. black - white achievement gap,» said Sarah Cohodes, an assistant professor of education and public policy at Columbia University in a publication from Princeton University and the Brookings Institute.

The truth is that NCLB has failed to prevent millions from falling behind, and has had very little impact on closing the achievement gap; instead, its main effect has been to instigate ever - increasing emphasis on standardized test scores and superficial, formulaic essay writing.

Based on a study of more than 40 states, «State Test Score Trends through 2008 - 09, Part 2: Slow and Uneven Progress in Narrowing Gaps» compares student performance on state tests and state - level results from the National Assessment of Education Progress.

A recent study of urban, suburban, and rural schools in four states found that smaller schools helped close the achievement gap — as measured by test scores — between students from poor communities and students from more affluent ones.

Among the facts from the National Assessment of Educational Progress (NAEP) Fourth Grade Reading report cited by FairTest: — There has been no gain in NAEP grade four reading performance nationally since 1992 despite a huge increase in state - mandated testing; — NAEP scores in southern states, which test the most and have the highest stakes attached to their state testing programs, have declined; — The NAEP score gap between white children and those from African American and Hispanic families has increased, even though schools serving low - income and minority - group children put the most emphasis on testing; and — Scores of children eligible for free lunch programs have dropped sincescores in southern states, which test the most and have the highest stakes attached to their state testing programs, have declined; — The NAEP score gap between white children and those from African American and Hispanic families has increased, even though schools serving low - income and minority - group children put the most emphasis on testing; and — Scores of children eligible for free lunch programs have dropped sinceScores of children eligible for free lunch programs have dropped since 1996.

They also, along with others troubled by New York's — particularly NYC's — notorious achievement gaps, yearned to release school leaders from the muzzle of LIFO, which requires that teachers be laid off by seniority, not effectiveness, and change old - school subjective teacher evaluations to reflect student academic growth, measured in part through standardized test scores.

Attempting to show that even a well - managed school district can't close achievement gaps in student learning, McRae showed Fraisse data from the state Department of Education showing significant differences in test scores between African - American and Latino students and white students in some of the administrator's former school districts.

sean reardon of Stanford University and Andrew Ho of Harvard University are the 2013 recipients of the Palmer O. Johnson Award for the article, Estimating Achievement Gaps From Test Scores Reported in Ordinal «Proficiency» Categories, published in the Journal of Educational and Behavioral Statistics in August 2012.

The test results also indicate what clearly represents a persistent achievement gap that exists with some subgroups, whose scores also increased from last year, but at a lower percentage.

«The magnitude of the test - score gains from one year are equivalent to 10 percent to 20 percent of the achievement gap between minority and white students,» reads the report.

In the case of PARRC, testers now acknowledge the vast gap in scores between schools often depended whether students took the test with pencil and paper or from an online computer screen.

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.

If we mark the NLCB era from the 2002 test administration, then we have to conclude that, in the 8th grade reading NAEP, the gap in scores between white and black students has closed a grand total of one point.

2) Decades of research into the causes of the gap in test scores between low - income and high - income students in the United States has consistently found a limited contribution from school - based factors.

Researcher Sean Reardon studied the multiple factors that contribute to the gap, using more than 200 million test scores from schools and districts across the country.