Improving student achievement : what state NAEP test scores tell us / David Grissmer ... [et al.].

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Publisher: Santa Monica, CA : RAND, 2000Description: xl, 271 pages : illustrations ; 23 cmContent type:

text

Media type:

computer
unmediated

Carrier type:

online resource
volume

ISBN:

0833025619
0833043277 (electronic bk.)
9780833025616
9780833043276 (electronic bk.)

Other title:

Improving student achievement : what state National Assessment of Education Progress test scores tell us

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LOC classification:

LB822.82 .I49 2000

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Online Access

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Also available on the internet via WWW in PDF format.

Summary: 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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"RAND Education."

Center for Research on Educational Excellence and Diversity. ET046 1000. ET117 1000. ET131 1000

Includes bibliographical references (p. 257-271).

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."

Also available on the internet via WWW in PDF format.