Sentences with phrase «test score gaps in»

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

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.

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.

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.

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.

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.»

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.

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.

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.

De Blasio said Wednesday that the city's test scores beat out increases seen in the state's other «Big 5» urban school districts and stressed that the city is closing its performance gap with schools across the state in general.

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.

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

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

«The growing income gap and increased economic segregation may lead to inequalities in children's test scores, educational attainment, and well - being,» Owens said.

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.»

The failure was exemplified by high drop - out rates, dismal national test scores in math, reading, and other subjects, as well as widening achievement gaps.

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.

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.

This is nearly half the size of the black - white test - score gap in reading.

However, how boys and girls view academic subjects varies across subjects in ways that parallel the gender gaps in subject test scores.

As we've seen in New York, which is a few years ahead of the curve when it comes to making its tests much harder, a higher cut score will make achievement gaps look much bigger, and the achievement of most high - poverty schools look much worse.

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.

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

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

In The Education Gap: Vouchers and Urban Schools (Brookings, 2002), we and our colleagues reported that attending a private school had no discernible impact, positive or negative, on the test scores of non-African-American students participating in school voucher programs in Washington, D.C., New York City, and Dayton, OhiIn The Education Gap: Vouchers and Urban Schools (Brookings, 2002), we and our colleagues reported that attending a private school had no discernible impact, positive or negative, on the test scores of non-African-American students participating in school voucher programs in Washington, D.C., New York City, and Dayton, Ohiin school voucher programs in Washington, D.C., New York City, and Dayton, Ohiin Washington, D.C., New York City, and Dayton, Ohio.

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.

Moreover, if an income gap made America unique, you would expect the percentage of American students performing well below proficiency in math to be much higher than the percentage of low performers in countries with average test scores similar to the United States.

Test scores have largely stalled in recent years and gaps have widened slightly, according to the National Assessment of Educational Progress.

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.

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

This comports with the interpretation that average peer achievement influences everyone's test scores, since Asians score higher than whites in math overall (the Asian - white score gap is positive and relatively large in math, 0.62 of a standard deviation in the 4th, 5th, and 6th grades).

Although the gap has closed in recent years, those receiving special accommodations still score, on average, about 60 points below the level reached by those tested under regular conditions.

Just occasionally are they less equivocal, as when they observe that aggressive integration policies helped black children during the 1970s, that mounting socioeconomic inequality after the late 1980s contributed to the subsequent widening in the test - score gap, and that inequality in the preschool environment plays an important role in determining later educational outcomes.

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.

An analysis of test score gains made by students in 49 countries which was published in Ed Next last year found that students in the U.S. were not on track to close the global achievement gap.

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.

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).

In my reading, I see this phrase «achievement gap» as referring solely to results on test scores.

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 studentIn 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 studentin 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.»

Teachers discuss and analyze student data such as test scores and achievement gaps, identifying areas in which students» needs aren't being adequately met and redesigning the curricula to meet those needs.

No wonder urban schools have done so little to close the black - white test - score gap, a topic that Jens Ludwig deconstructs in this issue's check the facts.

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.

Variation in SES gaps in test scores and test score growth in the ten largest Florida school districts

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).

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