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Improving student achievement : what state NAEP test scores tell us /
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...
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Santa Monica, Calif. :
Rand,
2000.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 245 | 0 | 0 | |a Improving student achievement : |b what state NAEP test scores tell us / |c David Grissmer [and others]. |
| 260 | |a Santa Monica, Calif. : |b Rand, |c 2000. | ||
| 300 | |a 1 online resource (xl, 271 pages) : |b illustrations | ||
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| 504 | |a Includes bibliographical references (pages 257-271). | ||
| 505 | 0 | |a The state NAEP achievement results and state family and educational characteristics -- Review of the literature -- Methodology -- Trends in state scores -- Estimating scores across states for students from similar families -- Effects of state educational policies -- Assessing the cost-effectiveness of different resource utilizations. | |
| 506 | |3 Use copy |f Restrictions unspecified |2 star |5 MiAaHDL | ||
| 520 | 3 | |a 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." | |
| 533 | |a Electronic reproduction. |b [Place of publication not identified] : |c HathiTrust Digital Library, |d 2010. |5 MiAaHDL | ||
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| 650 | 0 | |a School improvement programs |x Government policy |z United States |x States. | |
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| 650 | 0 | |a Academic achievement |z United States |x States |x Evaluation. | |
| 650 | 0 | |a Educational tests and measurements |z United States |x States |v Statistics. | |
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| 700 | 1 | |a Grissmer, David W. |q (David Waltz), |d 1941- | |
| 776 | 0 | 8 | |i Print version: |t Improving student achievement. |d Santa Monica, Calif. : Rand, 2000 |z 0833025619 |w (DLC) 00041481 |w (OCoLC)44131775 |
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