Sentences with phrase «test score gaps for»

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.

For example, if 10 percent of group A and 15 percent of group B met the standard, the test score gap for group A is 50 percent.

Not exact matches

In your article around Baltimore's technology gap («Computer - based tests a challenge for low - income students, some Baltimore teachers say,» April 22), we read that students who took the PARCC scored lower when they took the test on a computer than when they used paper and pencil.

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.»

Their first step of the evaluation is comparing scores on state assessment tests to «statistical expectations for the state» and pulling those that have a high gap.

The «No Child Left Behind» act, signed by President Bush in January, greatly expands federal oversight of public education, mandating annual testing of children in grades 3 through 8 and one grade - level in high school, insisting every classroom teacher be fully certified and setting a 12 - year timetable for closing racial and economic achievement gaps in test scores.

Is 25 years a realistic goal for closing the racial gap in test scores?

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.

We have known for decades that teachers were being pushed into using bad test prep, that states and districts were complicit in this, that scores were often badly inflated, and even that score inflation was creating an illusion of narrowing achievement gaps.

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» educatiFor 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» educatifor free or reduced - price lunch, and 85 percent of the gain associated with an additional year of parents» education.

The effect is largest for students with below - average test scores, suggesting that later start times would narrow gaps in student achievement.

The patient responded with strong vital signs for a time, as test scores climbed in the 1990s and achievement gaps narrowed.

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.

Finally, in Kenya, where the raw test scores showed students in private and public schools performing at similar levels, the fact that private schools served a far more disadvantaged population resulted in a gap of 0.1 standard deviations in English and 0.2 standard deviations in math (after accounting for differences in student characteristics).

What to make of the white - black SAT test - score gap, for instance, which is bigger than ever?

In both math and reading, the national test - score gap in 1965 was 1.1 standard deviations, implying that the average black 12th grader placed at the 13th percentile of the score distribution for white 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.»

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 periFor 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 perifor whites), and the black - white achievement gap declined from 32 to 26 points during this period.

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.

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.

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.

Test - score gaps open up early, so sending a message to students that readiness for college requires studying hard and mastering certain material has to be part of the program.

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.

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.

The results are quite surprising: after adjusting the data for the effects of only a few observable characteristics, the black - white test - score gap in math and reading for students entering kindergarten essentially disappeared.

Adjusting the test - score data for this factor reduces the gap even more.

The initial test - score gaps for Hispanic students in the Early Childhood Longitudinal Study data were even greater than for blacks — 0.72 standard deviations in math and 0.43 standard deviations in reading.

For example, the state plans to continue identifying some high - poverty schools as «priority» or «focus» schools based on low test scores or wide achievement gaps.

By the end of 1st grade, however, the black - white test - score gap is greater for students who have at least one black teacher.

When ELL students are not isolated in these low - achieving schools, their gap in test score results is considerably narrower, according to a Pew Hispanic Center analysis of newly available standardized testing data for public schools in the five states with the largest numbers of ELL students.

Thus adjusting the data for the effects of socioeconomic status reduces the estimated racial gaps in test scores by more than 40 percent in math and more than 66 percent in reading.

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.

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.

If you look at math test scores in other countries, you see that the gender gap at the high end is not a universal phenomenon: In Iceland, Thailand, Indonesia, and the U.K., girls and boys score at about the same levels in the 95th and 99th percentiles: (click chart for larger image)

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.

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.

They must also create comprehensive systems of teacher and principal development, evaluation and support that include factors beyond test scores, such as principal observation, peer review, student work, or parent and student feedback... they must set new performance targets for improving student achievement and closing achievement gaps.

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.

after adjusting the data for the effects of only a few observable characteristics, the black - white test - score gap in math and reading for students entering kindergarten essentially disappeared.

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.

That is, chartering is a movement that began with the aspiration of starting many kinds of schools, but it may have morphed into one that is only adept at starting one type of school: a highly structured school that is run by a CMO or an EMO and whose goal is to close achievement gaps for low - income kids of color while producing exceptional test scores.

In response, the U.S. Department of Education's National Center for Education Statistics commissioned Mathematica Policy Research, a contract research firm, to find out whether 1) employers are now playing fair and 2) schools are doing their part in narrowing the black - white test - score gap.

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.

To accomplish this, NAEP still administered a paper - and - pencil test to 20 percent of test takers and then calculated the gap between the paper and the computer scores for different groups of students.

Gaps in test scores between minority and white students have also narrowed over the past 30 years for some groups, especially Latino students.

Over the border in Georgia, Gwinnett County has developed a «Results - Based Evaluation System,» in which fully 70 percent of the score for schools and their principals is tied to student achievement, as assessed by indicators including standardized test scores and measures of where schools are in closing the achievement gap.

The state of California has implemented a number measures to close one of the largest and most persistent achievement gaps in the nation, Recently released scores for the National Assessment of Educational Progress, a nationwide test for fourth - and eighth - graders in math and reading given every two years, show that California's students are still performing below the... Continue reading California: Moving the Needle on the Achievement Gap

«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.

These principals have a proven record and have been recognized for their successes, including raising test scores and narrowing the achievement gap separating students.