In fact, students in the taxpayer - funded private schools scored
worse on achievement tests than those in public schools.
The study of teacher preparation models by Constantine et al., showing that students with an alternatively certified teacher did
no worse on achievement tests than students whose teacher came through the traditional route, shed light on the effectiveness of different teacher training strategies.
For example, in one study, neglected children had a smaller corpus callosum relative to control and comparison groups.8 Compared to their non-maltreated peers, children in another study who experienced emotional neglect early in life performed significantly
worse on achievement testing during the first six years of schooling.9 Furthermore, although both abused and neglected children performed poorly academically, neglected children experienced greater academic deficits relative to abused children.10 These cognitive deficiencies also appear to be long lasting.
Not exact matches
New Jersey's is a complex and troubled public school system: although the state ranks in the top 5
on most nationally normed
tests (NAEP, SAT, ACT), it has one of the
worst achievement gaps in the country — 50th out of 51 in 8th - grade reading, for example.
High school students in a half - dozen states are scoring much
worse in reading
on one version of the Stanford
Achievement Test - 9th Edition than students in earlier grades.
This scaling ensures that the group's
achievement indicators in a subject are no better or
worse than the group's performance
on the QCS
Test.
The cry is for good teachers to be rewarded and
bad teachers to be tossed out of classrooms, based
on student
achievement assessed by scores
on standardized
tests.
A recent Stanford study
on achievement gaps shows that African - Americans perform
worse academically when it comes to standardized
tests, class work, attendance and enrollment in honors, Advanced Placement (AP) and college classes.
The middle school, which serves students in grades 6 — 8, had low scores
on standardized
achievement tests, an alarming level of
bad behavior, and dwindling enrollment.
Studies so far tell us that we can expect the «better» teacher's students to score about 6 percentile points higher,
on average,
on a standardized
achievement test than the students of the «
worse» teacher.