Tag » compared

• Inclusive Education for Equity

  1/1/09 - Equity Alliance at ASU,, Kathleen King

  Inclusive education, in policy and practice, rejects the exclusion and segregation of students, for ANY reason: gender, language, household income, sexual orientation, race, ethnicity, national origin, ability, or any dis/ability. Simultaneously, because of an active commitment to equity for all students, inclusive educational systems maximize the participation of all learners, by making learning opportunities relevant and high-quality. This is only achieved through the systemic exploration...

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  School Improvement Survey

  1/26/07 - National Institute for Urban School Improvement,, Equity Alliance at ASU

  This survey helps schools measure how individuals associated with the school disclose their perspectives of how an ideal school would operate and compare it to the degree to which the school accomplishes the statement. Questions are categorized into: teacher and school practices, school climate, and school/community partnerships. This survey tool is also available to take online at http://niusi.edreform.net/login.html.

• Attributed for academic achievement: A comparative study in tribal and non-tribal settings

  1/1/08 - Rath, Muralidhar

  The failure or poor performance of tribal students in their academic tests has initiated deep debates and grave discussions now-a-days. It is worthwhile to note that tribal students in India are not only they who reside in ashrams or hostels of different urban schools and colleges, and are mostly compared by researchers with non-tribal students. Rather, a major portion of tribals dwell in rural and tribal settings and some of them pursue their education in poorly maintained schools and...

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  Do immigrants differ from migrants? Disentangling the impact of mobility on High School completion and performance

  1/10/09 - Stiefel, L., Schwartz, A.E., Conger, D.

  While previous evidence finds that foreign-born students perform better than native-born students in their elementary and middle school years, policymakers and practitioners continue to raise concerns about educational outcomes of immigrants who come to the United States in their high school years. Are late entering students able to graduate from high school in a timely manner or do they fall behind? How does their success compare to late entering native-born students - that is, migrant...

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  Mapping State proficiency standards onto NAEP scales: 2005-2007

  1/30/09 - Victor Bandeira de Mello, Charles Blankenship, Don McLaughlin

  "Since 2003, the National Center for Education Statistics (NCES) has sponsored the development of a method for mapping each state’s standard for proficient performance onto a common scale-the achievement scale of the National Assessment of Educational Progress (NAEP). When states’ standards are placed onto the NAEP reading or mathematics scales, the level of achievement required for proficient performance in one state can then be compared with the level of achievement required in another...

• Schools, achievement, and inequality: a seasonal perspective

  1/1/01 - Alexander, Karl L., Entwisle, Doris R., Olson, Linda S.

  Are there socioeconomic differences in the seasonality of children's learning over the school year and summer months? The achievement gap across social lines increases during the primary grades, as much research indicates, but descriptive analyses and HLM within-person growth models for a representative panel of Baltimore school children demonstrate that the increase can be traced mainly to the out-of-school environment (i.e., influences situated in home and community). School-year verbal...

• A comparison of the academic performance of Black and White freshman students on an urban commuter campus

  1/1/86 - Mannan, Golam, Charleston, Lillian, Saghafi, Behrooz

  Compared the academic performance of 3,279 entering undergraduates at a midwestern commuter university in terms of whether they had been admitted to the regular academic program or to a remedial program. Based on placement test scores, 152 Blacks and 459 Whites had been placed in remedial English and mathematics courses. Findings show that in terms of grade point averages (GPAs), Black students' performance lagged behind that of White students in both regular and remedial programs even when...

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  A Multisite Cluster Randomized Trial of the Effects of CompassLearning Odyssey® Math on the Math Achievement of Selected Grade 4 Students in the Mid-Atlantic Region

  1/2/09 - Kay Wijekumar, John Hitchcock, Herb Turner, PuiWa Lei, Kyle Peck

  "This study was the first randomized controlled trial to assess the impact of Odyssey Math on student achievement. The study had the statistical power needed to detect a 0.20 effect size and was well designed in that comparable groups were created at baseline and maintained through posttesting. Implementation during the school year was documented and shown to be consistent with typical implementation of the Odyssey Math software. The results from the multilevel model with pretest covariates...

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  A summary of research on the effects of test accommodations: 2002 through 2004

  1/3/09 - Johnstone, C., Altman, J., Thurlow, M., Thompson, S. J.

  The No Child Left Behind Act of 2001 (NCLB) requires the reporting of participation in assessments overall and by subgroup, including students with disabilities. As states and school districts strive to meet the goals for adequate yearly progress required by NCLB, the use of individual accommodations continues to be scrutinized for effectiveness, threats to test validity, and score comparability. This report summarizes 49 empirical research studies completed on test accommodations between...

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  A systematic comparison of the American Diploma Project English language arts college readiness standards with those of the ACT, College Board, and Standards for Success

  1/9/10 - Rolfhus, Eric, Decker, Lauren E., Brite, Jessica L., Lois Gregory

  "This study of four national English language arts standards compares the content of three sets of standards with a benchmark set, the American Diploma Project (ADP), to see how closely the sets agree on what students should know in English language arts to prepare for college. The match between each of the three comparison sets and the 62 content statements in the ADP benchmark varies, from 77 percent of the statements for the College Board College Readiness Standards and 68 percent for...

• Academic achievement of homeless and highly mobile children in an urban school district: Longitudinal evidence on risk, growth, and resilience

  1/1/09 - Obradović, Jelena, Long, Jeffrey D., Cutuli, J. J., Chi-Keung, Chan, Hinz, Elizabeth, Heistad, David, Masten, Ann S.

  Longitudinal growth trajectories of reading and math achievement were studied in four primary school grade cohorts (GCs) of a large urban district to examine academic risk and resilience in homeless and highly mobile (H/HM) students. Initial achievement was assessed when student cohorts were in the second, third, fourth, and fifth grades, and again 12 and 18 months later. Achievement trajectories of H/HM students were compared to low-income but nonmobile students and all other tested...

• Achievement disparities between minority and nonminority students in suburban schools

  1/1/90 - Levine, Daniel U., Eubanks, Eugene E.

  National data show that in 1986, African-American (AA) and Hispanic (HS) 13-yr-old students with college-educated parents had average reading proficiency scores 16 and 13 points (respectively) below the average for comparable White students. Reading and spelling performance data for 5th-8th graders at a suburban school show that in 1988, AAs were near or above the national norm in spelling but were clearly below the national norm in reading comprehension. Data on AAs' performance in southern...

• Advocacy as a Critical Role for Urban School Counselors: Working Toward Equity and Social Justice

  1/1/05 - Bemak, Fred, Chung, Rita Chi-Ying

  The academic achievement gap of students of color and low-income students as compared to middle and upper socioeconomic students and White students has been clearly documented. Historically the long-standing role of the school counselor has contributed to the status quo of these inequities, inadvertently maintaining educational and social disparities. This has been reflected in school counselors' training, role or job descriptions, and actual practice. This article explores the need for a...

• An Investigation of the Impact of Racially Diverse Teachers on the Reading Skills of Fourth-Grade Students in a One Race School

  1/1/09 - Burt, Jo Linn, Ortlieb, Evan T., Cheek, Earl H., Jr.

  Despite efforts from the No Child Left Behind Act (2000) aimed at better educating minority children, the African American-Caucasian test score gap persists. The population of public school students is increasingly diverse; yet, 90[percent] of public school teachers are Caucasian females (Graybill, 1997). Within this ethnographic dichotomy, what effect does the racial makeup of faculty have on minority student success? This inquiry's central focus is to determine whether teacher ethnicity...

• Are boys excelling girls in geometric learning?

  1/1/29 - Perry, W. M.

  The data of a previous study by the author are examined for sex differences in the solution of geometric originals. The subjects are 53 boys and 36 girls. Although the boys are somewhat higher in general mental ability and in reasoning ability, the girls reach a higher achievement. "Especially were the girls the more superior in responding to those 'link' steps, by means of which they were able to bridge the gap between the given relations (those observed with the pertinent recalled facts...

• Are gifted girls motivationally disadvantaged? Review, reflection, and redirection

  1/1/02 - Dai, David Yun

  Over the past 2 decades, much research on gifted girls has revolved around the issue of whether they, compared to gifted boys, are motivationally disadvantaged in achievement settings. While research and anecdotal evidence seems to support this hypothesis, most recent educational statistics show the closing of the gender gap. In this article, the literature is reviewed and critiqued as to the existence of alleged gender differences, as well as task and social conditions, and putative...