Sentences with phrase «test score gaps between»

As a result, the test score gaps between high - need students and white students are larger on the SBAC than they were on CST for both math and ELA (Figure 1).3 In particular, the gap in math between EL students and white students was 80 percent on the SBAC, compared to 38 percent on the CST — in other words, the share of EL students who met the standard for the SBAC was 80 percent lower than the share of white students who met those standards.

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

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.

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).

The current strategy that schools alone can do the job of reducing social inequalities, including the test score gap between minorities and whites, is simply flawed.

«If the social class distribution of the United States were similar to that of top - scoring countries [Korea, Finland and Canada], the average test score gap between the United States and these top - scoring countries would be cut in half in reading and by one - third in math,» they announce.

In fact, the test score gap between low - income minorities and affluent whites was reduced by 86 percent in math and 66 percent in English.

Not exact matches

In fact, the researchers report that «if similar success could be achieved for all minority students nationwide, it could close the gap between white and minority test scores by at least a third, possibly by more than half.»

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.

They scale the gain in black students» scores by the standard deviation of test scores computed for a select sample of students, and observe that the gain in their scores due to attending private school is «roughly one - third of the test - score gap between blacks and whites nationwide.»

For instance, in an April 28, 2004, column, Winerip described a school in Florida as unfairly penalized by NCLB, but he failed to mention that the school reported low overall test scores and had significant achievement gaps between white and minority students.

Over the past few years, the districts profiled in the report — the Houston Independent School District, the Sacramento City Unified School District, the Charlotte - Mecklenburg school system in North Carolina, and the Chancellor's District in New York City, a special 25,000 - student district of low - performing schools — have improved test scores and narrowed achievement gaps between minority and white students.

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.

On the 2017 National Assessment of Educational Progress, Chicago was the sole district to narrow its test - score gap between white students and black students in 4th - grade math compared to 2015.

Contributors to the Magnuson and Waldfogel collection are interested only in the third of those questions, with specific reference to the test - score gap between African American and white children.

Several factors affect poor children's academic performances, and more money doesn't always close the gap between their test scores and the scores of their white, middle class counterparts, Neill told Education World.

One highlight that had nothing to do with teachers was that a lot of the gap we see in end of 8th - grade test scores and high school course taking between advantaged and disadvantaged students can be explained by a student's 3rd - grade test.

Up to eight states would be authorized to conduct demonstration programs testing whether state control of Head Start actually leads to better coordination of preschool programs, greater emphasis on school readiness, improvement in poor children's preschool test scores, and progress in closing the achievement gap between poor and advantaged students.

Her litany of complaints about the academic results of Klein's «radical restructuring» is somewhat familiar — «inflating» test results and «taking shortcuts» to boost graduation — except for the charge that «the recalibration of the state scores revealed that the achievement gap among children of different races in New York City was virtually unchanged between 2002 and 2010, and the proportion of city students meeting state standards dropped dramatically, almost to the same point as in 2002.»

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.

The low group could be defined by sub-basement scores on achievement tests and wide gaps between groups on achievement - test results.

It is true that the test - score gap between black and white students narrowed during the 1980s, only to stagnate in the»90s.

(We note that we've also investigated whether school - level SES is related to the SES gap in kindergarten readiness rates, and, as with test scores, there is no relationship between the SES of the overall student body of a school and the SES gap in kindergarten readiness.)

The loss was equal to about 15 percent of the expected gap in test scores between black and white students at that age.

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).

In Figure 3, we relate the average SES level of the school to the test score gap in third or fifth grade between students in the top and bottom SES quartile.

School - level associations between average SES of the school and the gap in test scores between top and bottom SES quartile students

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.

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.

For instance, in a study published in 1998, Meredith Phillips and her colleagues reported a raw black - white test - score gap of more than one standard deviation in vocabulary using data sets collected between 1980 and 1987.

Eliminating exclusionary zoning in a metro area would, by reducing its housing cost gap, lower its school test - score gap by an estimated 4 to 7 percentiles — a significant share of the observed gap between schools serving the average low - income versus middle / higher - income student.

Thus closing the test - score gaps that emerge in high school may be a critical prerequisite to reducing wage inequality between the races.

This school test - score gap is even wider between black and Latino students and white students.

A study of test scores in each of the city's public elementary schools finds that diversity does not erase achievement gaps between white and minority students.

Comparing boys to their sisters in a data set that includes more than 1 million children born in Florida between 1992 and 2002, the authors demonstrate a persistent gender gap in graduation and truancy rates, incidence of behavioral and cognitive disabilities, and standardized test scores.

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.

The researchers noted that another set of data indicate that the White - Black and White - Hispanic gaps in fourth - grade test scores likewise narrowed between the same cohorts of youth.

Evidence suggests that students» experience with computers directly affects their scores on computerized tests (see National Board publication The Gap between Testing and Technology in Schools).

And while test scores in the district have improved since IMPACT began, a recent study by the National Urban League found that Washington produces the nation's largest reading - proficiency gaps between black, Hispanic and white fourth - graders.

In separate studies, Derek Neal and William Johnson in 1996 and June O'Neill in 1990 found that most of the wage gap between black and white adults disappears once the data are adjusted to reflect their scores on the Armed Forces Qualifying Test; in other words, those adults with similar scores earned similar wages.

«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.

Consequently, reducing the well - known gap between the test scores of black and white students is now seen as an important way to reduce economic and other forms of inequality.

As the yawning gaps between the grades teachers presently give out and their students» scores on state tests suggest, it will be no easy task to change teachers» grading habits.

The third problem, Ho explains, raises concerns about achievement gaps — for example, average differences between test scores of white or higher - income students and minority or poor students.

One study found that the black - white gap in scores on the Armed Forces Qualifying Test in 1964 could account for only a quarter of the difference in wages between black men and white men.

The proposed reforms, outside and inside schools — to reduce the test - score gap between whites and poor minorities; to help poor minority families increase their income through steady work at livable wages and then their children's test scores will improve; to establish research - proven reading programs for every single, poor, or minority child; to give each kid a laptop computer — are endless and uncertain in their outcomes.

The other good long term news is that Black and Hispanic students, who usually have much lower test scores than white students, are making greater long - term progress than whites — shrinking the achievement gap between whites and the other two groups.