scholarly journals Can Tracking Raise the Test Scores of High-Ability Minority Students?

2016 ◽  
Vol 106 (10) ◽  
pp. 2783-2816 ◽  
Author(s):  
David Card ◽  
Laura Giuliano
Keyword(s):  
Minority Students ◽  
Test Scores ◽  
Cohort Analysis ◽  
Sixth Grade ◽  
High Achievers ◽  
Urban District ◽  
High Achiever ◽  
Math Scores ◽  
Reading And Math ◽  
Positive Spillovers

We evaluate a tracking program in a large urban district where schools with at least one gifted fourth grader create a separate “gifted/high achiever” classroom. Most seats are filled by non-gifted high achievers, ranked by previous-year test scores. We study the program's effects on the high achievers using (i) a rank-based regres sion discontinuity design, and (ii) a between-school/cohort analysis. We find significant effects that are concentrated among black and Hispanic participants. Minorities gain 0.5 standard deviation units in fourth-grade reading and math scores, with persistent gains through sixth grade. We find no evidence of negative or positive spillovers on nonparticipants. (JEL I21, J21, J24)

Between-Year and Within-Year School Mobility: Different Effects by Race/Ethnicity

2021 ◽  
pp. 001312452110045
Author(s):  
Jie Min
Keyword(s):  
Academic Achievement ◽  
Asian American ◽  
School Mobility ◽  
Student Groups ◽  
Asian American Students ◽  
Math Scores ◽  
American Students ◽  
Reading And Math ◽  
Multiple Membership ◽  
Racial Ethnic

The current study investigated the effects of school mobility on the academic achievement of different racial/ethnic groups in four cohorts of students from a very large urban school district. In this study, I compared within-year and between-year mobility and, most importantly, account for all the schools students attended over the study period. Using a multiple membership model (MMM), the findings confirmed that, for all student groups, academic achievement was affected more by within-year school mobility than between-year school mobility. Black students had the highest mobility rates, both for between- and within-year mobility. Although Asian-American students achieved higher reading and math scores on average, they were more negatively impacted by within-year school mobility compared to other groups. The current study was able to pinpoint the students most at risk for negative outcomes following within-year mobility. The findings are discussed in the context of policy recommendations that can be adopted by school districts.

scholarly journals Investigating the Effects of Brain Respiration on Children’s Behavior

2009 ◽  
Vol 4 (2) ◽  
pp. 46-61
Author(s):  
Geoffrey K. Leigh ◽  
Cynthia Robinson ◽  
Steven Bernard Hollingsworth
Keyword(s):  
Treatment Group ◽  
Self Report ◽  
Fifth Grade ◽  
Control Group ◽  
Control Groups ◽  
Teacher Observations ◽  
Fifth Grade Students ◽  
Math Scores ◽  
Reading And Math ◽  
Post Test

Building on the increasing number of programs designed to enhance brain development, a program developed in Korea, Brain Respiration, was adapted to a school in Nevada. Classes were offered twice weekly to a class of fourth and fifth grade students with control group classes assessed in the same school. Self-report surveys, teacher observations, and standardized reading and math scores were used to determine effects of the program on the students. Some differences were found in the pretest for the survey and the observation, with control groups scoring higher. There were differences in some post-test scores, with treatment group children scoring higher when differences did occur. There also were differences in the reading and math scores, with control groups scoring higher than the overall treatment group, but not higher when compared to those actively participating in the program. Such differences are discussed as well as other issues possibly influencing the effects.

scholarly journals STUDENTS’ COGNITIVE PROCESSES IN SOLVING PROBLEM RELATED TO THE CONCEPT OF AREA CONSERVATION

2019 ◽  
Vol 10 (1) ◽  
pp. 21-36 ◽  
Author(s):  
Rooselyna Ekawati ◽  
Ahmad Wachidul Kohar ◽  
Elly Matul Imah ◽  
Siti Maghfirotun Amin ◽  
Shofan Fiangga
Keyword(s):  
Problem Solving ◽  
Cognitive Processes ◽  
Cognitive Process ◽  
Low Achievers ◽  
High Achievers ◽  
Seventh Graders ◽  
Test Results ◽  
Area Formula ◽  
High Achiever ◽  
Cyclic Processes

This study aimed to determine the cognitive process employed in problem-solving related to the concept of area conservation for seventh graders. Two students with different mathematical ability were chosen to be the subjects of this research. Each of them was the representative of high achievers and low achievers based on a set of area conservation test. Results indicate that both samples performed more cyclic processes on formulating solution planning, regulating solution part and detecting and correcting error during the problem-solving. However, it was found that the high achiever student performed some processes than those of low achiever. Also, while the high achiever student did not predict any outcomes of his formulated strategies, the low achiever did not carry out the thought process after detecting errors of the initial solution gained. About the concept of area conservation, the finding also reveals that within the samples’ cognitive processes, the use of area formula come first before students decided to look for another strategy such as doing ‘cut-rotate-paste’ for the curved planes, which do not have any direct formula. The possible causes of the results were discussed to derive some recommendation for future studies.

Chronic Absenteeism in the Classroom Context: Effects on Achievement

2015 ◽  
Vol 54 (1) ◽  
pp. 3-34 ◽  
Author(s):  
Michael A. Gottfried
Keyword(s):  
Large Scale ◽  
Context Effects ◽  
Spillover Effects ◽  
Classroom Context ◽  
Urban District ◽  
Chronic Absenteeism ◽  
Data Set ◽  
Policy Makers ◽  
School Year ◽  
Reading And Math

Although educational policy makers uphold that chronic absenteeism (missing 10% or more of the school year) is damaging to students’ schooling outcomes, there is little empirical research to match. This study considers the role of spillover effects of chronic absenteeism on classmates’ achievement. It does so by utilizing a large-scale administrative urban district data set of elementary schoolchildren—a sample of students where the rates of chronic absenteeism are expected to be higher compared with the national average. The results show that students suffer academically from having chronically absent classmates—as exhibited across both reading and math testing outcomes. Chronic absenteeism not only had a damaging effect on those individuals missing excessive school days but also has the potential to reduce outcomes for others in the same educational setting.

Sink or Swim: What Happened to California's Bilingual Students after Proposition 227?

2001 ◽  
Vol 1 (3) ◽  
pp. 295-317 ◽  
Author(s):  
Valentina A. Bali
Keyword(s):  
Public Schools ◽  
Proposition 227 ◽  
Bilingual Students ◽  
Bilingual Programs ◽  
Individual Level ◽  
English Only ◽  
Math Scores ◽  
Level Data ◽  
Reading And Math ◽  
Southern California School

Proposition 227, passed by California voters in 1998, aimed to dismantle bilingual programs in public schools and to replace them with English-only programs. Bilingual education, a long-standing program in California, involved mostly Hispanic students of limited English skills who were taught initially in their native language, and then were gradually transitioned into English-only classes. Using individual-level data from one southern California school district, I find that in 1998, before Proposition 227, limited-English-proficient (LEP) students enrolled in bilingual classes had lower scores in reading than LEP students who were not enrolled in bilingual classes, and who were, in general, more proficient in English. In math, bilingual students had test scores as good as those of non-bilingual LEPs. But in 1999, after Proposition 227, the same set of bilingual students had reading and math scores that were no worse than those of non-bilingual LEPs. Proposition 227, which interrupted bilingual programs and emphasized English instruction, did not set bilingual LEP students back relative to non-bilingual LEPs, and it may have even benefited them.

The Bannatyne Recategorization Assessment Procedure: Is it Valid for Individual Diagnosis of LD Children?

1986 ◽  
Vol 9 (3) ◽  
pp. 208-213 ◽  
Author(s):  
William D. Dundon ◽  
Trevor E. Sewell ◽  
John L. Manni ◽  
David Goldstein
Keyword(s):  
Socioeconomic Status ◽  
Low Socioeconomic Status ◽  
Assessment Procedure ◽  
Diagnostic Utility ◽  
Low Socioeconomic ◽  
Math Scores ◽  
Reading And Math

The WISC-R subtest scores of 159 black LD children of low socioeconomic status were recategorized into Spatial (Sp), Conceptual (C), and Sequential (Sq) scales as recommended by Bannatyne (1974). As a group, the sample displayed the classic Sp > C > Sq pattern. However, only 18 of the subjects (11.3%) were identified in accordance with the requirement that the differences between categories be statistically reliable for each individual. This subgroup was matched with LD controls not demonstrating the Bannatyne pattern. Analyses of longitudinal reading and math scores revealed no differences between groups. It was concluded that the diagnostic utility of the Bannatyne pattern is questionable.

scholarly journals School Competition and Efficiency with Publicly Funded Catholic Schools

2010 ◽  
Vol 2 (4) ◽  
pp. 150-176 ◽  
Author(s):  
David Card ◽  
Martin D Dooley ◽  
A. Abigail Payne
Keyword(s):  
Standard Deviation ◽  
Simple Model ◽  
Test Scores ◽  
Catholic Schools ◽  
Test Score ◽  
Sixth Grade ◽  
School Systems ◽  
Competitive Pressure ◽  
Publicly Funded ◽  
School Competition

We study competition between two publicly funded school systems in Ontario, Canada: one that is open to all students, and one that is restricted to children of Catholic backgrounds. A simple model of competition between the competing systems predicts greater effort by school managers in areas with more Catholic families who are willing to switch systems. Consistent with this insight, we find significant effects of competitive pressure on test score gains between third and sixth grade. Our estimates imply that extending competition to all students would raise average test scores in sixth grade by 6 percent to 8 percent of a standard deviation. (JEL I21, I22, H75, Z12)

Psychological Testing of Linguistic-Minority Students: Knowledge Gaps and Regulations

1989 ◽  
Vol 56 (2) ◽  
pp. 145-152 ◽  
Author(s):  
Richard A. Figueroa
Keyword(s):  
School Psychology ◽  
Minority Students ◽  
School Psychologists ◽  
Test Scores ◽  
Language Minority ◽  
Bilingual Students ◽  
Linguistic Minority ◽  
Language Minority Students ◽  
Persistent Anomalies ◽  
Linguistic Minority Students

Bilingualism is like random chaos for psychometrics. The literature on testing repeatedly has documented the existence of robust and persistent anomalies in the test scores of bilingual students. School psychology, conceivably the most test-dependent and test-defined profession, is the recipient of an inadequate technology and knowledge base, which exposes its growing bilingual clientele to needless levels of error and misdiagnosis. The lack of viable regulations regarding the testing of bilingual pupils exacerbates the already difficult problems confronting school psychologists and the language-minority students they attempt to serve.

Girls’ and Boys’ Enrollments in Theoretical Math Courses: A Longitudinal Study

1981 ◽  
Vol 5 (5_suppl) ◽  
pp. 681-689 ◽  
Author(s):  
Julia Sherman
Keyword(s):  
Test Scores ◽  
Math Achievement ◽  
Academic Progress ◽  
Spatial Visualization ◽  
Perceived Usefulness ◽  
Mathematics Attitudes ◽  
First Year ◽  
Math Scores ◽  
Learning Mathematics ◽  
Discriminant Analyses

Students ( n = 331) extensively tested in their first year of high school were followed up as seniors to see what courses in theoretical mathematics they had elected. Discriminant analyses for girls and boys were performed on the test scores, postdicting those who elected two, three or four years of theoretical math. Scores included math achievement (Test of Academic Progress), vocabulary (Quick Word Test), and the Fennema-Sherman Mathematics Attitudes Scales. For girls, the standardized weights of the discriminant function were highest for spatial visualization, vocabulary, perceived Usefulness of Mathematics, and Confidence in Learning Mathematics; for boys, Confidence in Learning Mathematics, math achievement, stereotyping Math as a Male Domain and Effectance Motivation in Mathematics were highest in discriminating those who had elected two, three, or four years of theoretical math.

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