Gender Test Score Gaps Under Equal Behavioral Engagement

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.

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

SSRN Electronic Journal ◽

10.2139/ssrn.3832262 ◽

2021 ◽

Author(s):

Katharine Bradbury

Keyword(s):

Elementary School ◽

Test Score ◽

State Aid ◽

Local Conditions ◽

Test Score Gaps

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Increasing self-regulated learning of elementary school students through the concrete-pictorial-abstract approach during the COVID-19 pandemic

Premiere Educandum Jurnal Pendidikan Dasar dan Pembelajaran ◽

10.25273/pe.v10i2.7534 ◽

2020 ◽

Vol 10 (2) ◽

pp. 187

Author(s):

Hafiziani Eka Putri ◽

Idat Muqodas ◽

Ayu Shandra Sasqia ◽

Afif Abdulloh ◽

Aan Yuliyanto

Keyword(s):

Elementary School ◽

Elementary School Students ◽

Fifth Grade ◽

Control Group ◽

School Students ◽

Self Regulated Learning ◽

Abstract Approach ◽

Regulated Learning ◽

Quasi Experimental ◽

Better Than

This research was motivated by limited self-regulated learning (SRL) in elementary school students. The aim of this research was to understand the increase in SRL of elementary school students apply the Concrete-Pictorial-Abstract (CPA) approach which was reviewed as a whole and based on Early Mathematical Ability (EMA) during the COVID-19. This study was applied with a quasi-experimental method through a nonequivalent control group. Determination of the sample through purposive sampling on fifth-grade elementary school students in Central Jakarta. The sample coincide of 27 students each for the CPA and the conventional class. Measurement through a scale of SRL. This research informs the students' SRL on CPA learning that is significantly better than SRL with conventional approach reviewed as a whole and in the medium EMA group., however, based on the high and low EMA groups, SRL students who received CPA learning were not significantly better than those with conventional learning.

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Pengembangan Perangkat Pembelajaran Matematika Berbantuan Media Cabri Untuk Meningkatkan Kemampuan Pemecahan Masalah Siswa Kelas V Sekolah Dasar

JIKAP PGSD Jurnal Ilmiah Ilmu Kependidikan ◽

10.26858/jkp.v5i1.17471 ◽

2021 ◽

Vol 5 (1) ◽

pp. 16

Author(s):

Syamsuryani Eka Putri Atjo

Keyword(s):

Elementary School ◽

Problem Solving ◽

Positive Response ◽

Learning Processes ◽

Fifth Grade ◽

Control Group ◽

Learning Mathematics ◽

Group 3 ◽

Experimental Group ◽

Better Than

This research aims at developing learning mathematics utilized by Cabri media to improve fifth graders’ ability problem-solving. This research develops learning instruments using Plomp Model. The developed learning instruments are syllabus, lesson plans, teaching materials, students worksheets, and problem solving abilities test. The subjects are students in the fifth grade of State Elementary School 3 of Makassar. The result shows the implementation of learning mathematics utilizing the developed learning instruments is effective. It can be described in more detail that: (1) the characteristics developed learning instruments are revealed valid by validators, (2) the learning completeness classically fulfilled since the result of the experimental group is better than the result of the control group; (3) there is a significant effect in students activities toward the students’ problem-solving abilities, and (4) the students have a positive response to the learning processes that utilize the developed learning instruments.

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Seasonal Dynamics of Academic Achievement Inequality by Socioeconomic Status and Race/Ethnicity

Educational Researcher ◽

10.3102/0013189x16677965 ◽

2016 ◽

Vol 45 (8) ◽

pp. 443-453 ◽

Cited By ~ 28

Author(s):

David M. Quinn ◽

North Cooc ◽

Joe McIntyre ◽

Celia J. Gomez

Keyword(s):

Academic Achievement ◽

Socioeconomic Status ◽

Seasonal Variation ◽

Test Score ◽

School Year ◽

Race Ethnicity ◽

Nationally Representative ◽

Racial Ethnic ◽

Test Score Gaps ◽

Kindergarten Class

Early studies examining seasonal variation in academic achievement inequality generally concluded that socioeconomic test score gaps grew more over the summer than the school year, suggesting schools served as “equalizers.” In this study, we analyze seasonal trends in socioeconomic status (SES) and racial/ethnic test score gaps using nationally representative data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 (ECLS-K:2011), which includes more school-year and summer rounds than previous national studies. We further examine how inequality dynamics are influenced by the operationalization of inequality. Findings are consistent with a story in which schools initially accelerate relatively lower-achieving groups’ learning more so than higher-achieving groups; however, this school-year equalizing is not consistently maintained and sometimes reverses. When operationalizing inequality as changes in relative position, the reversal of school-year equalizing is more pronounced.

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Diverging Disparities: Race, Parental Income, and Children’s Math Scores, 1960 to 2009

Sociology of Education ◽

10.1177/0038040720963279 ◽

2021 ◽

Vol 94 (2) ◽

pp. 124-142

Author(s):

Jordan A. Conwell

Keyword(s):

Low Income ◽

White Students ◽

Test Score ◽

Data Sets ◽

Parental Income ◽

Black And White ◽

Math Scores ◽

Nationally Representative ◽

Math Test ◽

Math Test Scores

In recent decades, the black–white test score disparity has decreased, and the test score disparity between children of high- versus low-income parents has increased. This study focuses on a comparison that has, to date, fallen between the separate literatures on these diverging trends: black and white students whose parents have similarly low, middle, or high incomes (i.e., same income or race within income). To do so, I draw on three nationally representative data sets on 9th or 10th graders, covering 1960 to 2009, that contain information on students’ math test scores. I find that math test score disparities between black and white students with same-income parents are to black students’ disadvantage. Although these disparities have decreased since 1960, in 2009 they remained substantively large, statistically significant, and largest between children of the highest-income parents. Furthermore, family and school characteristics that scholars commonly use to explain test score disparities by race or income account for markedly decreasing shares of race-within-income disparities over time. The study integrates the literatures on test score disparities by race and income with attention to the historical and continued structural influence of race, net of parental income, on students’ educational experiences and test score outcomes.

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MENINGKATKAN KUALITAS PROSES PEMBELAJARAN DAN KEMAMPUAN MENULIS CERITA DENGAN MODEL ASSURE

Premiere Educandum Jurnal Pendidikan Dasar dan Pembelajaran ◽

10.25273/pe.v6i01.300 ◽

2016 ◽

Vol 6 (01) ◽

Cited By ~ 1

Author(s):

Winda Ayu Cahya Fitriani

Keyword(s):

Elementary School ◽

Learning Process ◽

Descriptive Analysis ◽

Fifth Grade ◽

Analysis Techniques ◽

Story Writing ◽

Data Source ◽

The Subject ◽

Better Than

This research aims to improve learning quality and ability for writing story in Muhammadiyah 11 Surakarta Elementary School by applying ASSURE model. The method uses classrom research, which was carried on for five months. The subject of this research fifth grade elementary school in Muhamadiyah 11 Surakarta, which consists of 31 students. The teacher and the student is the source of the data. The techniques used for collecting data are observation, interview, angket, and test. Data source and triangulation uses to ensure the validity. Analyzing data comparative descriptive analysis techniques is used. The result of the research proves learning process cycles I in story writing achieve 60% better than pra research, which achieve less 35%. In cycles II learning process increase get 80%. This research conclute that implementing the learning model of ASSURE is capable of increasing the quality of learning process and students ability for writing story in Muhamadiyah 11 Surakarta fifth grade elementary school.

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MENINGKATKAN KEMAMPUAN PEMAHAMAN DAN PEMECAHAN MASALAH MATEMATIS SISWA SD KELAS V MELALUI PENDEKATAN MATEMATIKA REALISTIK

Mimbar Sekolah Dasar ◽

10.17509/mimbar-sd.v3i1.2355 ◽

2016 ◽

Vol 3 (1) ◽

Author(s):

Kartika Fitriani ◽

Maulana

Keyword(s):

Elementary School ◽

Mathematics Education ◽

Problem Solving ◽

Elementary School Students ◽

Mathematical Understanding ◽

Fifth Grade ◽

Realistic Mathematics Education ◽

School Students ◽

Realistic Mathematics ◽

Better Than

This research is cunducted to all fifth grade elementary school students throughout the Subdistrict Conggeang that included higher group. The research result indicates that the realistic mathematics education and conventional approach give diffirent effect to students’ mathematical understanding and problem solving abilities. The effect to mathematical understanding and problem solving ability in experiment class is better than the control one. The effect of realistic mathematics education to the higher, middle, and lower achievement students group is different too. Higher group gets bigger effect than others. There is a positive correalaton between mathematical understanding and problem solving abilities, which its contribution is 95,9%.

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Increasing Racial Isolation and Test Score Gaps in Mathematics: A 30-Year Perspective

Teachers College Record ◽

10.1177/016146811011200405 ◽

2010 ◽

Vol 112 (4) ◽

pp. 978-1007 ◽

Cited By ~ 2

Author(s):

Mark Berends ◽

Roberto Peñaloza

Keyword(s):

High School ◽

Longitudinal Study ◽

Test Score ◽

Family Background ◽

Social Background ◽

Racial Isolation ◽

Representative Data ◽

Mathematics Test ◽

Nationally Representative ◽

Test Score Gaps

Background/Context Although there has been progress in closing the test score gaps among student groups over past decades, that progress has stalled. Many researchers have speculated why the test score gaps closed between the early 1970s and the early 1990s, but only a few have been able to empirically study how changes in school factors and social background characteristics relate to that convergence. The main reason for this is the lack of data for multiple student cohorts—information necessary for the examination of such relationships. Purpose/Objective/Research Question/Focus of Study We analyzed nationally representative data from 1972, 1982, 1992, and 2004, examining the mathematics achievement of four high school senior cohorts, and several school and family background characteristics. We examined how changes in these measures (in terms of means and coefficients) relate to the black-white and Latino-white test score gaps and to changes in school minority composition. Population/Participants/Subjects For our analysis, we used the following nationally representative data sets, which are part of the Longitudinal Studies (LS) program at the National Center for Education Statistics (NCES): National Longitudinal Study of the High School Class of 1972 (NLS-72); High School and Beyond senior cohort of 1982 (HSB-82); National Education Longitudinal Study senior cohort of 1992 (NELS-92); and Educational Longitudinal Study senior cohort of 2004 (ELS-04). Research Design Conducting secondary data analyses of these nationally representative data, we estimated a series of regressions for each senior cohort, entering the race dummy variables to estimate the unadjusted predicted mathematics test score difference between black and white students and between Latino and white students. Next, we estimated a series of multilevel regressions for each cohort to analyze how trends in school and social background measures are related to trends in the black-white and Latino-white mathematics test score gaps. Finally, we used the pooled coefficients in the decomposition of the difference between the predicted means of white and black test scores. Findings/Results Our estimates revealed that between 1972 and 2004, increases in school segregation corresponded to significant increases in the black-white and Latino-white test score gaps, outweighing the positive changes in family background measures for these minority groups. Conclusions/Recommendations Understanding how our society can address these countervailing forces—the improving socioeconomic conditions for black and Latino families on the one hand, and the increasing racial isolation of these students in schools on the other— necessitates innovative ideas and experimentation.

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The Effect of Concrete-Pictorial-Abstract (CPA) Approach on Improving Elementary School Students’ Spatial Sense Ability

Mimbar Sekolah Dasar ◽

10.17509/mimbar-sd.v7i1.19585 ◽

2020 ◽

Vol 7 (1) ◽

pp. 16-29

Author(s):

Hafiziani Eka Putri ◽

Puji Rahayu ◽

Idat Muqodas ◽

Mukhamad Ady Wahyudy

Keyword(s):

Elementary School ◽

Elementary School Students ◽

Descriptive Analysis ◽

Fifth Grade ◽

Control Group ◽

School Students ◽

Spatial Sense ◽

3D Geometry ◽

Quasi Experimental ◽

Better Than

The spatial sense ability of elementary school students is still low. Concrete-Pictorial-Abstract (CPA) approach is considered able to improve students' spatial sense abilities. This research aims to find out the increase of spatial sense of elementary school students who learned with CPA approach and conventional learning in terms of overall students as well as categories of high, medium, and low Mathematical Prior Ability (MPA). This research uses a quasi-experimental method with pretest and posttest control design in Mathematics subject with the topic of 3D geometry for 131 fifth grade elementary school students in Kotabaru District, Karawang Regency and Cipeundeuy District, Subang Regency. This research was conducted by dividing the students into two groups, namely students who received learning using CPA approach as the experimental group and students who received conventional learning as the control group. Descriptive analysis and inferential analysis results showed that there was an increase of spatial sense in students who learned with CPA approach, which was better than students who received conventional learning. Thus, learning using the CPA approach can improve and develop spatial sense abilities of elementary school students.

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Diverging Disparities: Race, Parental Income, and Children's Math Scores, 1960-2009

10.31235/osf.io/rcb4s ◽

2020 ◽

Author(s):

Jordan A. Conwell

Keyword(s):

Low Income ◽

White Students ◽

Test Score ◽

Parental Income ◽

Tenth Graders ◽

Black And White ◽

Math Scores ◽

Nationally Representative ◽

Math Test ◽

Math Test Scores

In recent decades, the Black-White test score disparity has decreased, while the test score disparity between children of high- versus low-income parents has increased. This study focuses on a comparison that has, to date, fallen between the separate literatures on these diverging trends – Black and White students whose parents have similarly low, middle, or high incomes (i.e., same-income or race-within-income). To do so, I draw on three nationally representative datasets on ninth or tenth graders, covering the period from 1960 to 2009, all of which contain information on students’ math test scores. I find that math test score disparities between Black and White students with same-income parents are to Blacks’ disadvantage. Although these disparities have decreased since 1960, in 2009, they remain substantively large, statistically significant, and largest between children of the highest income parents. Further, family and school characteristics that scholars commonly use to explain test score disparities by race or by income have accounted for markedly decreasing shares of race-within-income disparities over time. The study integrates the literatures on test score disparities by race and by income with needed attention to race’s historical and continued structural influence, net of parental income, on students’ educational experiences and test score outcomes.

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