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Examining gaps in mathematics achievement among racial-ethnic groups, 1972-1992 /
As schools in the United States become more output driven, students, educators, administrators, and policymakers are being held accountable for improving the academic achievement of all students. Federal education policy now mandates that states, districts, and schools monitor achievement gaps among...
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Santa Monica, Calif. :
RAND Corporation,
©2005.
©2005 |
| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Explaining student achievement gaps over time
- Individual, family, and school conditions and their relationships to student achievement
- Data and methodology
- Trends in mathematics achievement, family, and school characteristics, 1972-1992
- The relationships between mathematics test score gaps and changes in families and schools, 1972-1992
- Test score gaps among racial-ethnic groups: conclusions and policy implications
- Appendix A. Item response theory scaling of pooled senior cohorts in NLS, HSB and NELS
- Appendix B. Mathematics items mapping across data sources, 1972-1992
- Appendix C. Item response theory estimation methods
- Appendix D. Survey items used to operationalize individual, family, and school measures in NLS-72, HSB-82, and NELS-92
- Appendix E. Multilevel results relating methematics achievements to individual, family, and school characteristics, 1972-1992.