Predictors of mandatory 3rd grade retention from high-stakes test performance for low-income, ethnically diverse children

2019 ◽  
Vol 48 ◽  
pp. 62-74 ◽  
Author(s):  
Tanya Tavassolie ◽  
Adam Winsler
Keyword(s):  
Low Income ◽  
Test Performance ◽  
Grade Retention ◽  
Ethnically Diverse ◽  
High Stakes ◽  
Diverse Children ◽  
3Rd Grade

Preschool writing and premathematics predict Grade 3 achievement for low-income, ethnically diverse children

2016 ◽  
Vol 110 (5) ◽  
pp. 528-537 ◽  
Author(s):  
Louis Manfra ◽  
Christina Squires ◽  
Laura H. B. Dinehart ◽  
Charles Bleiker ◽  
Suzanne C. Hartman ◽  
...  
Keyword(s):  
Low Income ◽  
Ethnically Diverse ◽  
Diverse Children ◽  
Grade 3

scholarly journals Testing, Stress, and Performance: How Students Respond Physiologically to High-Stakes Testing

2019 ◽  
pp. 1-50
Author(s):  
Jennifer A. Heissel ◽  
Emma K. Adam ◽  
Jennifer L. Doleac ◽  
David N. Figlio ◽  
Jonathan Meer
Keyword(s):  
Standardized Testing ◽  
Low Income ◽  
Stress Responses ◽  
Test Performance ◽  
Physiological Stress ◽  
High Stakes Testing ◽  
High Stakes ◽  
Regular School ◽  
The Difference ◽  
And Performance

We examine how students' physiological stress differs between a regular school week and a highstakes testing week, and we raise questions about how to interpret high-stakes test scores. A potential contributor to socioeconomic disparities in academic performance is the difference in the level of stress experienced by students outside of school. Chronic stress – due to neighborhood violence, poverty, or family instability – can affect how individuals' bodies respond to stressors in general, including the stress of standardized testing. This, in turn, can affect whether performance on standardized tests is a valid measure of students' actual ability. We collect data on students' stress responses using cortisol samples provided by low-income students in New Orleans. We measure how their cortisol patterns change during high-stakes testing weeks relative to baseline weeks. We find that high-stakes testing is related to cortisol responses, and those responses are related to test performance. Those who responded most strongly – with either increases or decreases in cortisol – scored 0.40 standard deviations lower than expected on the high-stakes exam.

Early Visual-Spatial Integration Skills Predict Elementary School Achievement Among Low-Income, Ethnically Diverse Children

2019 ◽  
Vol 31 (2) ◽  
pp. 234-252
Author(s):  
Jordan E. Greenburg ◽  
Abby G. Carlson ◽  
Helyn Kim ◽  
Timothy W. Curby ◽  
Adam Winsler
Keyword(s):  
Elementary School ◽  
Low Income ◽  
School Achievement ◽  
Ethnically Diverse ◽  
Spatial Integration ◽  
Visual Spatial ◽  
Diverse Children
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