scholarly journals The Roles of State Aid and Local Conditions in Elementary School Test-Score Gaps

2021 ◽  
Author(s):  
Katharine Bradbury
Keyword(s):  
Elementary School ◽  
Test Score ◽  
State Aid ◽  
Local Conditions ◽  
Test Score Gaps

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.

Has Curriculum Closed the Test Score Gap in Math?

2004 ◽  
Vol 4 (1) ◽  
Author(s):  
Heather Rose
Keyword(s):  
High School ◽  
Test Score ◽  
Mathematics Curriculum ◽  
School Characteristics ◽  
National Education ◽  
Test Score Gap ◽  
National Education Longitudinal Study ◽  
White Test ◽  
Test Score Gaps ◽  
Hispanic White

Abstract This study examines the extent to which convergence in mathematics course-taking behavior is responsible for narrowing the Hispanic-white and the black-white test score gaps during the 1980s. Mathematics curriculum is measured in detail using high school transcript data from both High School and Beyond and the National Education Longitudinal Study of 1988. After controlling for demographic, family, and school characteristics, changes in curriculum account for about 60 percent of the narrowing Hispanic-white test score gap between 1982 and 1992. However, the black-white test score gap did not drop significantly.

scholarly journals The Production of Cognitive Achievement in Children: Home, School, and Racial Test Score Gaps

2007 ◽  
Vol 1 (1) ◽  
pp. 91-136 ◽  
Author(s):  
Petra E. Todd ◽  
Kenneth I. Wolpin
Keyword(s):  
Test Score ◽  
Home School ◽  
Cognitive Achievement ◽  
Test Score Gaps

scholarly journals Teaching Students and Teaching Each Other: The Importance of Peer Learning for Teachers

2009 ◽  
Vol 1 (4) ◽  
pp. 85-108 ◽  
Author(s):  
C. Kirabo Jackson ◽  
Elias Bruegmann
Keyword(s):  
Elementary School ◽  
Test Score ◽  
School Teacher ◽  
Value Added ◽  
Peer Learning ◽  
Experienced Teachers ◽  
Achievement Gains ◽  
Teacher Effect ◽  
Out Of Sample ◽  
Over Time

Using longitudinal elementary school teacher and student data, we document that students have larger test score gains when their teachers experience improvements in the observable characteristics of their colleagues. Using within-school and within-teacher variation, we show that a teacher's students have larger achievement gains in math and reading when she has more effective colleagues (based on estimated value-added from an out-of-sample pre-period). Spillovers are strongest for less experienced teachers and persist over time, and historical peer quality explains away about 20 percent of the own-teacher effect, results that suggest peer learning. (JEL I21, J24, J45)

Source country differences in test score gaps: evidence from Denmark

2009 ◽  
Vol 18 (3) ◽  
pp. 269-295 ◽  
Author(s):  
Beatrice Schindler Rangvid
Keyword(s):  
Test Score ◽  
Source Country ◽  
Country Differences ◽  
Test Score Gaps

scholarly journals EFFECTIVENESS OF CRITICAL MULTILITERATION MODEL WITH RADEC MODEL ON THE ABILITY OF WRITING EXPLANATORY TEXT

2020 ◽  
Vol 12 (1) ◽  
pp. 1-14
Author(s):  
Dadan Setiawan ◽  
Tatat Hartati ◽  
Wahyu Sopandi
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Test Score ◽  
Scientific Explanation ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Class 1 ◽  
Post Test ◽  
Explanatory Text

Abstract: Developing students' skill in writing scientific explanation is one of the main goals in education. The purpose of this study is to determine the effectiveness of the critical multi-literation model and the RADEC model on the ability in writing explanatory text of elementary school students. This research is conducted on 5th grade students of SDN 122 Cijawura, Buah Batu, Bandung. The samples used in this study are 39 students in the experimental class 1 that used the critical multi-literation model and 38 students in the experimental class 2 that used the RADEC model. The research method used in this study is a quasi-experimental method with a non-equivalent pre-test and post-test control group design. Based on the results of the study, it is found that the pre-test score in the experimental class 1 is 36.6 and the post-test result is 78. Whereas in the experimental class 2 the pre-test score obtained is 48.1 and the post-test score is 68.9. Furthermore, from the results of the independent sample test, the results of the post-test mean difference test are sig = 0.018, so it can be concluded that there are significant differences in the ability to write explanatory text of students between the experimental class 1 and the experimental class 2. Based on these results, the multi-literation model critical is more effective than the RADEC model in developing the ability in writing explanatory text in elementary school students.

Can Family Socioeconomic Resources Account for Racial and Ethnic Test Score Gaps?

2005 ◽  
Vol 15 (1) ◽  
pp. 35-54 ◽  
Author(s):  
Greg J. Duncan ◽  
Katherine A. Magnuson
Keyword(s):  
Test Score ◽  
Socioeconomic Resources ◽  
Test Score Gaps

Kids with Computers: An Enrichment Program for Elementary Schoolchildren

1984 ◽  
Vol 31 (5) ◽  
pp. 12-15
Author(s):  
Nancy L. Bloomstrand
Keyword(s):  
Elementary School ◽  
Test Score ◽  
Standardized Test ◽  
Learning Center ◽  
Bell Curve ◽  
The Third ◽  
Middle Range ◽  
Enrichment Program ◽  
Midwestern City

As director of the learning center of an elementary school situated in a midwestern city, I became involved in an enrichment program for mathematically advanced children. ln the fall of 1979, our School's principal consulted with his staff concerning the previous year's standardized test score for student in the third through sixth grades. Although the reading cores showed a fairly typical bell curve, the mathematics cores were clustered in the middle range. A few of our students were in the lowest percentiles, but no children had cored in the top range on the mathematic test.

Kindergarten Black–White Test Score Gaps

2015 ◽  
Vol 88 (2) ◽  
pp. 120-139 ◽  
Author(s):  
David M. Quinn
Keyword(s):  
Test Score ◽  
White Test ◽  
Test Score Gaps

Early gender test score gaps across OECD countries

2010 ◽  
Vol 29 (3) ◽  
pp. 348-363 ◽  
Author(s):  
Kelly Bedard ◽  
Insook Cho
Keyword(s):  
Test Score ◽  
Oecd Countries ◽  
Test Score Gaps
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