Improving Student Achievement: What State NAEP Test Scores Tell Us [NOOK Book]

Overview


Why do students have different achievement levels across states? Is math achievement improving across states? Differences in average achievement levels across states are mainly traceable to differing family characteristics. However, students from similar families also score differently across states. These differences are related to differences in resource levels and in how resources are spent. States with high spending per pupil, lower pupil-teacher ratios, higher participation in public prekindergarten and ...
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Improving Student Achievement: What State NAEP Test Scores Tell Us

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Overview


Why do students have different achievement levels across states? Is math achievement improving across states? Differences in average achievement levels across states are mainly traceable to differing family characteristics. However, students from similar families also score differently across states. These differences are related to differences in resource levels and in how resources are spent. States with high spending per pupil, lower pupil-teacher ratios, higher participation in public prekindergarten and higher reported teacher resources have higher achievement. Disadvantaged children are the most sensitive to low resource, and additional resources could substantially their scores. Between-state, rather than within-state, differences in resources appear to be the main reason for inequitable resource levels for students of lower socioeconomic status. The conclusion is that significant math gains are occurring across most states that cannot be traced to resource changes, that the rate of gain varies significantly by state, and that reform efforts are the likely cause of these gains. The results certainly challenge the traditional view of public education as unreformable.
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Editorial Reviews

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Recommended for undergraduates, graduate students, researchers, faculty, and professionals.
Library Journal
Conducted under the auspices of RAND Education, this careful report examines the evidence from student scores on the National Assessment of Educational Progress tests given in math and reading at the fourth- and eighth-grade levels between 1990 and 1996. Hoping to show how resources can be used to improve student performance, the authors, all employees of RAND, rank the 44 participating states by raw achievement scores, score improvement trends, and scores that compare students with similar family characteristics. Taking a scientific approach, they provide accurate data and objective analysis of whether public education can be reformed and which strategies are most likely to improve student achievement. The merit of this study is that it covers new ground by giving new interpretation of the empirical evidence--e.g., the authors note that, contrary to the common belief, additional resources have been most effectively used for minority students rather than the more advantaged. This work will be of particular interest to policymakers, the state judiciary, and school administrators, and parents will find sections on family variables helpful. Recommended for all academic and public libraries.--Leroy Hommerding, Fort Myers Beach P.L. Dist., FL Copyright 2000 Cahners Business Information.
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Product Details

  • ISBN-13: 9780833043276
  • Publisher: RAND Corporation, The
  • Publication date: 7/14/2000
  • Sold by: Barnes & Noble
  • Format: eBook
  • Edition number: 1
  • Pages: 312
  • File size: 12 MB
  • Note: This product may take a few minutes to download.

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