scholarly journals Does the Common Core Have a Common Effect? An Exploration of Effects on Academically Vulnerable Students

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110107
Author(s):  
Joshua Bleiberg
Keyword(s):  
Common Core ◽  
Economically Disadvantaged ◽  
Unintended Consequences ◽  
Disadvantaged Students ◽  
Content Standards ◽  
Economically Disadvantaged Students ◽  
Math Scores ◽  
Level Data ◽  
Initial Effect ◽  
The Common

Policymakers have long sought to raise expectations for students through standards-based reform. I examine the extent to which the Common Core State Content Standards (CC) affected student achievement and the size of achievement gaps. I merge together data on preparation for and implementation of the CC with the National Assessment of Educational Progress student-level data. To identify the effect of CC on student outcomes, I compare early implementors of the CC to late implementors of the CC in a difference-in-differences framework. I find the initial effect of the CC on math scores was positive. The CC had a large positive initial effect on economically advantaged students but no detectable initial effect on economically disadvantaged students. Raising state expectations without addressing the structural issues burdening economically disadvantaged students may result in unintended consequences.

Patterns in the Pandemic Decline of Public School Enrollment

2021 ◽  
pp. 0013189X2110344
Author(s):  
Thomas S. Dee ◽  
Mark Murphy
Keyword(s):  
Public Schools ◽  
Public School ◽  
Economically Disadvantaged ◽  
Learning Opportunities ◽  
School Enrollment ◽  
Disadvantaged Students ◽  
Fiscal Stress ◽  
Economically Disadvantaged Students ◽  
Early Evidence ◽  
Level Data

Early evidence indicates that the COVID-19 pandemic sharply reduced public school enrollment in many states. However, little is known about the underlying patterns of these declines. Using new district-level data from Massachusetts, we find that these declines were concentrated in traditional districts while charter, virtual, and vocational districts increased their enrollment. Though the enrollment declines in traditional districts were widespread, we also find that the percent declines were significantly larger in smaller districts and those serving higher concentrations of White and economically disadvantaged students. The implications for understanding the pandemic’s effects on learning opportunities and the anticipated fiscal stress on public schools are discussed.

Developing latent mathematics abilities in economically disadvantaged students

Roeper Review ◽  
2005 ◽  
Vol 27 (4) ◽  
pp. 222-227 ◽  
Author(s):  
Michele A. McKenna ◽  
Patricia L. Hollingsworth ◽  
Laura L. B. Barnes
Keyword(s):  
Economically Disadvantaged ◽  
Disadvantaged Students ◽  
Economically Disadvantaged Students ◽  
Mathematics Abilities

scholarly journals Exploring the Cross-Level Impact of Counseling Satisfaction from the Longitudinal Study of Learning Outcomes: A Case Study of Economically Disadvantaged Students

2021 ◽  
Vol 8 (6) ◽  
pp. 515-532
Author(s):  
Tseng Chun-Chieh ◽  
Chang Cheng-Ping
Keyword(s):  
Learning Outcomes ◽  
Economically Disadvantaged ◽  
Time Factors ◽  
Private University ◽  
Academic Growth ◽  
Moderating Effect ◽  
Disadvantaged Students ◽  
Economically Disadvantaged Students ◽  
Initial Learning ◽  
Counseling Satisfaction

This paper discusses the connotations between the learning outcomes of economically disadvantaged students and time factors. We recruited 1,053 economically disadvantaged students from a private university as participants and collected their mean scores in professional courses for 4 years. After observing the initial learning outcomes and academic growth rates of the students, this study concluded that counseling satisfaction had a cross-level moderating effect on learning outcomes. Additionally, the learning outcomes of economically disadvantaged students in professional courses exhibited decelerating growth with time, whereas cross-level counseling satisfaction had a significant influence and moderating effect on academic growth rate.

Policy, Poverty, and Student Achievement: An Exploration of the Impact of State Policies

2018 ◽  
Vol 34 (4) ◽  
pp. 674-704
Author(s):  
Nicola A. Alexander ◽  
Sung Tae Jang
Keyword(s):  
Student Achievement ◽  
Economically Disadvantaged ◽  
Math Achievement ◽  
Teacher Evaluations ◽  
State Policies ◽  
Teacher Assessment ◽  
Disadvantaged Students ◽  
Economically Disadvantaged Students ◽  
Assessment Policies ◽  
The Impact

This article explores the associations between the achievement of economically disadvantaged students and the presence of state policies that include student achievement in teacher evaluations. We looked at student achievement across all 50 states from 2007 through 2013. A simple comparison of states with and without the policy suggested that economically disadvantaged students had similar or slightly lower reading and lower math achievement in those states with the policy than in states without it. Once state context was considered, we found that states that included student achievement in teacher assessment policies had slightly higher reading achievement among economically disadvantaged students than they would have had otherwise. We found no similar impact on math achievement. This policy did not reduce the gaps in achievement between economically disadvantaged students and their more affluent peers. Combined, these findings indicate that including student achievement in teacher assessment models did not eliminate poverty-induced educational disparities in the system.

Comparison of the 1979 and the 1986 Norms on the Standard Progressive Matrices for Economically Disadvantaged Students: Implications for Identification of Gifted Children

1988 ◽  
Vol 67 (3) ◽  
pp. 749-750 ◽  
Author(s):  
James E. Whorton ◽  
Frances A. Karnes
Keyword(s):  
United States ◽  
Economically Disadvantaged ◽  
Disadvantaged Students ◽  
Gifted Children ◽  
Economically Disadvantaged Students ◽  
Identification Of Gifted

The focus of this article is on a comparison of the 1979 (British) and 1986 (United States) norms for the Standard Progressive Matrices. To screen for potentially gifted children, 307 students in Grades 3 through 8 were tested, and the scores were analyzed using both sets of norms. The 1986 norms may identify more students above criterion. Results are discussed.

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