(Connecticut also has one of
the widest test score gaps in the nation between low - income students and their more affluent peers.)
Not exact matches
The low group could be defined by sub-basement
scores on achievement
tests and
wide gaps between groups on achievement -
test results.
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.
This school
test -
score gap is even
wider between black and Latino students and white students.
We in CT have some very wealthy areas where students
score extremely high on
tests - higher than students in many other states - which creates a
wider gap between low poverty and high poverty students.
When over 80 % of our children can not read proficiently by the third grade, it is a travesty of enormous proportions, particularly when compared with the TAKS reading
test results (even after a significant standard deviation adjustment), their comparison with national norm - referenced
test scores, and the
wide gap between
scores of white and minority children.
The Smarter Balanced
tests have revealed
wide gaps in subgroup
scores that education analysts said reflect the challenges of online
tests and the rigors of the Common Core standards that they assess.
Breaking with its steadily upward trend, California's annual
test scores have stagnated, with fewer than half of students proficient in math and English, and a
wide ethnic achievement
gap persisting.
Despite a
wide range of reforms — based mostly around «academic rigor, discipline, and the value of
test scores» (Sajnani et al. 2014, 207)-- the
gap in
test scores, graduation rates, and college acceptances persists between children in poverty and not in poverty (McAlister 1998, 69).