ISBN:
9780833043276
,
0833043277
,
9780833025616
,
058538391X
,
9781282451490
,
1282451499
,
9780585383910
,
0833025619
Language:
English
Pages:
1 Online-Ressource (xl, 271 pages)
Edition:
[S.l.] HathiTrust Digital Library 2010 Electronic reproduction
Parallel Title:
Print version Improving student achievement
Keywords:
School improvement programs Government policy
;
States
;
Academic achievement Government policy
;
States
;
Academic achievement States
;
Evaluation
;
Educational tests and measurements Statistics States
;
School improvement programs
;
Academic achievement
;
Academic achievement
;
Educational tests and measurements
;
EDUCATION ; Evaluation
;
STUDY AIDS ; Tests
;
EDUCATION ; Testing & Measurement
;
Educational tests and measurements ; U.S. states
;
Leistungssteigerung
;
Schulleistung
;
Schulpolitik
;
Theory & Practice of Education
;
Education
;
Social Sciences
;
USA
;
United States
;
Statistics
;
Electronic books
;
Electronic books
Abstract:
Why do students have different achievement levels across states? Is math achievement improving across states? Differences in average achievement levels across states are mainly traceable to differing family characteristics. However, students from similar families also score differently across states. These differences are related to differences in resource levels and in how resources are spent. States with high spending per pupil, lower pupil-teacher ratios, higher participation in public prekindergarten and higher reported teacher resources have higher achievement. Disadvantaged children are the most sensitive to low resource, and additional resources could substantially their scores. Between-state, rather than within-state, differences in resources appear to be the main reason for inequitable resource levels for students of lower socioeconomic status. The conclusion is that significant math gains are occurring across most states that cannot be traced to resource changes, that the rate of gain varies significantly by state, and that reform efforts are the likely cause of these gains. The results certainly challenge the traditional view of public education as "unreformable
Abstract:
Why do students have different achievement levels across states? Is math achievement improving across states? Differences in average achievement levels across states are mainly traceable to differing family characteristics. However, students from similar families also score differently across states. These differences are related to differences in resource levels and in how resources are spent. States with high spending per pupil, lower pupil-teacher ratios, higher participation in public prekindergarten and higher reported teacher resources have higher achievement. Disadvantaged children are the most sensitive to low resource, and additional resources could substantially their scores. Between-state, rather than within-state, differences in resources appear to be the main reason for inequitable resource levels for students of lower socioeconomic status. The conclusion is that significant math gains are occurring across most states that cannot be traced to resource changes, that the rate of gain varies significantly by state, and that reform efforts are the likely cause of these gains. The results certainly challenge the traditional view of public education as "unreformable
Note:
Includes bibliographical references (pages 257-271)
,
Use copy Restrictions unspecified star MiAaHDL
,
Electronic reproduction
,
Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002.
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