Sibling Gender Effects on Test Scores

2021 ◽  
pp. 1-34
Author(s):  
Hyunkuk Cho
Keyword(s):  
Test Scores ◽  
Career Paths ◽  
Test Score ◽  
Gender Effects ◽  
Reading Test ◽  
School Life ◽  
Subject Analysis ◽  
Math Test ◽  
Sibling Gender ◽  
Older Sibling

Abstract This study examines the hypothesis that having an older sister causes one to perform relatively better at reading. For the analysis, a cross-subject analysis is conducted to examine a student's relative reading test score (reading test score minus math test score) based on older sibling gender. We found that a student's relative reading test score is larger when the student has an older sister than when he or she has an older brother. Further analyses show that although conversation frequency does not vary based on older sibling gender, siblings are more likely to talk about studying, career paths, or school life when an older sibling is a sister than when an older sibling is a brother.

scholarly journals Impact of Contextual Predictors on Value-Added Teacher Effectiveness Estimates

2020 ◽  
Vol 10 (12) ◽  
pp. 390
Author(s):  
Ismail Aslantas
Keyword(s):  
Teacher Effectiveness ◽  
Test Scores ◽  
Value Added ◽  
School Characteristics ◽  
School Life ◽  
Student Academic Performance ◽  
Value Added Models ◽  
Math Test ◽  
Math Test Scores ◽  
The Relationship

It is widely believed that the teacher is one of the most important factors influencing a student’s success at school. In many countries, teachers’ salaries and promotion prospects are determined by their students’ performance. Value-added models (VAMs) are increasingly used to measure teacher effectiveness to reward or penalize teachers. The aim of this paper is to examine the relationship between teacher effectiveness and student academic performance, controlling for other contextual factors, such as student and school characteristics. The data are based on 7543 Grade 8 students matched with 230 teachers from one province in Turkey. To test how much progress in student academic achievement can be attributed to a teacher, a series of regression analyses were run including contextual predictors at the student, school and teacher/classroom level. The results show that approximately half of the differences in students’ math test scores can be explained by their prior attainment alone (47%). Other factors, such as teacher and school characteristics explain very little the variance in students’ test scores once the prior attainment is taken into account. This suggests that teachers add little to students’ later performance. The implication, therefore, is that any intervention to improve students’ achievement should be introduced much earlier in their school life. However, this does not mean that teachers are not important. Teachers are key to schools and student learning, even if they are not differentially effective from each other in the local (or any) school system. Therefore, systems that attempt to differentiate “effective” from “ineffective” teachers may not be fair to some teachers.

Gender Test Score Gaps Under Equal Behavioral Engagement

2020 ◽  
Vol 49 (6) ◽  
pp. 459-464
Author(s):  
Jaymes Pyne
Keyword(s):  
Elementary School ◽  
Gender Gap ◽  
Test Score ◽  
Reading Test ◽  
Fifth Grade ◽  
Behavioral Engagement ◽  
Nationally Representative ◽  
Math Test ◽  
Test Score Gaps ◽  
Better Than

Girls tend to do better than boys academically, in part because they are more engaged in school. What if they weren’t? Using nationally representative data, I examine how equal starting points and trajectories of behavioral engagement in elementary school could change gender test score gaps. I find that equal engagement patterns could entirely reverse girls’ average leads over boys in fifth-grade reading test score achievement and could more than triple the average math test score gender gap currently favoring boys. These findings call into question narratives about favoritism towards girls in schools, instead highlighting educational advantages boys may enjoy despite being typically far less engaged in school than girls.

Paying for Whose Performance? Teacher Incentive Pay and the Black–White Test Score Gap

2021 ◽  
pp. 016237372110014
Author(s):  
Andrew J. Hill ◽  
Daniel B. Jones
Keyword(s):  
Test Scores ◽  
Test Score ◽  
Performance Pay ◽  
Incentive Pay ◽  
Difference In Differences ◽  
Teacher Incentives ◽  
Test Score Gap ◽  
Before And After ◽  
White Test ◽  
Matched Data

Teacher performance pay is often introduced with the goal of reducing gaps in test scores across groups, yet little is known about how well they achieve this aim. We ask, “Do test score-based teacher incentives impact the Black–White test score gap?” Using student–teacher matched data and a difference-in-differences approach in which the performance of a teacher’s students before and after the policy is compared, we find that performance pay increases the conditional Black–White gap. The effect is particularly evident when bonuses are large, consistent with a causal response to performance pay.

Qatar family, school, and child effects on reading

2018 ◽  
Vol 20 (2) ◽  
pp. 113-127
Author(s):  
Ming Ming Chiu
Keyword(s):  
Test Scores ◽  
Ecological Model ◽  
Reading Test ◽  
Content Type ◽  
Reading Test Scores ◽  
Survey Responses ◽  
Children's Reading ◽  
Reading Activities ◽  
Children’S Reading ◽  
At Home

PurposeThe purpose of this paper is to test an ecological model of family, school and child links to reading outcomes in an extremely rich but developing country.Design/methodology/approachThis study uses a multi-level, plausible value analysis of item response model-estimated test scores and survey responses from 4,120 children and their parents’ survey responses in 166 schools in Qatar.FindingsThe results show that family attributes (socio-economic status (SES), books at home, parent reading attitude and reading activities) are linked to children’s superior reading attitudes, reading self-concept and reading test scores. In contrast, teacher attributes and teaching methods show no significant link to reading test scores. Also, Qatari children report a poor school climate linked to lower reading self-concept and lower reading test scores.Research limitations/implicationsLimitations include parent reports rather than pre-tests, testing in only one domain, and cross-sectional data rather than longitudinal data.Practical implicationsAs family support is strongly linked to children’s reading performance, the Qatari Government can explore early childhood interventions at home (e.g. more books at home, support parent-child reading activities, etc.), especially for families with lower SES. As teacher attributes and lesson activities were not linked to children’s reading outcomes, the Qatari Government can study this issue more closely to understand this surprising result.Originality/valueThis is the first study to test an ecological model of Qatar’s fourth-grade children’s reading scores with a representative sample.

scholarly journals Case-based learning in integrated management of neonatal and childhood illness

2019 ◽  
Vol 6 (3) ◽  
pp. 1163
Author(s):  
Sundaram Kartikeyan ◽  
Aniruddha A. Malgaonkar
Keyword(s):  
Gender Differences ◽  
Test Scores ◽  
Test Score ◽  
Integrated Management ◽  
Childhood Illness ◽  
Cognitive Domain ◽  
Post Test ◽  
Case Based Learning ◽  
The Difference ◽  
Case Based

Background: This complete-enumeration, before-and-after type of study (without controls) was conducted on 61 third-year medical students at Rajiv Gandhi Medical College, Thane, Maharashtra state to study the difference in cognitive domain scores after attending lecture-based learning (by a pre-test) and after attending case-based learning (by a post-test).Methods: After approval from the institutional ethics committee, the purpose of the study was explained to third-year medical students and written informed consent was obtained. After curriculum-based lectures on integrated management of neonatal and childhood Illness, a pre-test was administered wherein each student was asked to fill up case sheets for five case scenarios. The maximum marks obtainable were 10 marks per case (total 50 marks).  Case-based learning was conducted in two sub-groups comprising 31 and 30 randomly assigned students by the same faculty and students in each sub-group were exposed to identical case scenarios. The post-test was conducted using case scenarios and case sheets that were identical to that of the pre-test.Results: The overall mean score increased and the difference between the case-wise pre-test and post-test scores of both female (n=35) and male (n=26) students was highly significant (p <0.00001). However, the gender differences in pre-test score (Z=1.038; p=0.299) and post-test score were not significant (Z=0.114; p=0.909).Conclusions: Using case scenarios augmented the cognitive domain scores of participating students and the gender differences in scores were not statistically significant. The post-test scores showed higher variability. Remedial educational interventions would be required for students who obtained low scores in the post-test.

“All Models Are Wrong”

PMLA ◽  
2017 ◽  
Vol 132 (3) ◽  
pp. 668-673 ◽  
Author(s):  
Richard Jean So
Keyword(s):  
Social Sciences ◽  
Statistical Models ◽  
Test Score ◽  
Quantitative Model ◽  
Introductory Statistics ◽  
Social Scientists ◽  
Test Taking ◽  
The Social ◽  
Math Test ◽  
Statistical Graphic

Several years ago, the first thing i learned in my introductory statistics class was the following declaration, which the instructor had written in capital letters on the blackboard: “all models are wrong.” Models are statistical, graphic, or physical objects, and their primary quality is that they can be manipulated. Scientists and social scientists use them to think about the social or natural worlds and to represent those worlds in a simplified manner. Statistical models, which dominate the social sciences, particularly in economics, are typically equations with response and predictor variables. Specifically, a researcher seeks to understand some social phenomenon, such as the relation between students' scores on a math test and how many hours the students spent preparing for the exam. To predict or describe this relation, the researcher constructs a quantitative model with quantitative inputs (the number of hours each student spent studying) and outputs (each student's test score). The researcher hopes that the number of hours a student spent preparing for the exam will correlate with the student's score. If it does, this quantified relation can help describe the overall dynamics of test taking.

Abstract 245: Assessing Patient Knowledge and Satisfaction Following Stroke Video Education

2018 ◽  
Vol 11 (suppl_1) ◽  
Author(s):  
Sarah Tisel ◽  
Abigail Rieman ◽  
Matthew Hodges ◽  
Kelly Gwathmey
Keyword(s):  
High School ◽  
Patient Education ◽  
Knowledge Acquisition ◽  
Preliminary Data ◽  
Test Scores ◽  
Test Score ◽  
Stroke Patients ◽  
Highly Educated ◽  
Video Group ◽  
Video Education

Objective: To create a stroke education video and study its impact in stroke clinic with regards to patient satisfaction and knowledge acquisition. Background: Excellent medical care includes providing patient education, but most clinics do not emphasize this. We are exploring the use of video education in the stroke clinic, as this patient population may particularly benefit from secondary stroke prevention teaching. Methods: Ischemic stroke patients coming for routine hospital follow-up were enrolled and randomized to either watch an educational stroke video or receive standard care. Patients were stratified by education level, with one group having completed high school or less, and the other having completed any post high school training. Both groups took a pre- and post-visit knowledge test as well as a post-visit satisfaction survey. We hypothesized that knowledge acquisition, judged by improvement in test score, and satisfaction scores would both be greater in the video group. Test scores were expected to positively correlate with satisfaction. Results: Forty patients were enrolled to date. Preliminary data demonstrated patients were positive (n=15) or neutral (n=5) about the video. Both groups were highly satisfied with their visit, and a two-tailed t-test demonstrated no difference in satisfaction between groups (p=0.89). A linear regression showed a trend for the highly educated patients in the video group having improved test scores after the visit (p=0.069). Further enrollment of patients is needed to better assess this. In both groups, there was a correlation between post-test scores and satisfaction scores (R=0.37, p=0.03). Conclusions: Based on this preliminary data, stroke patients enjoy video education in clinic. However, as patients in both groups were highly satisfied, it remains unclear whether video education increases overall satisfaction. Highly educated patients may bennefit from video education, but further enrollment will clarify this. A positive correlation between post-visit test score and satisfaction indicates that clinics should prioritize patient education.

Discussion of “on State Education Statistics”: A Difficulty with Regression Analyses of Regional Test Score Averages

1985 ◽  
Vol 10 (4) ◽  
pp. 326-333 ◽  
Author(s):  
Paul R. Rosenbaum ◽  
Donald B. Rubin
Keyword(s):  
High School ◽  
Test Scores ◽  
Test Score ◽  
Theoretical Calculations ◽  
Regression Coefficients ◽  
Regression Analyses ◽  
State Education ◽  
Education Statistics ◽  
High School And Beyond

The Department of Education’s table “State Education Statistics” reports mean test scores by state and mean resource inputs by state. The means are calculated from quite different groups of students, a process we call inconsistent aggregation. We investigate the bias in regression coefficients caused by inconsistent aggregation, first using theoretical calculations, and then by artificially aggregating data from the High School and Beyond sample.

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