Improving student achievement : (Record no. 2868142)

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Holding library MAIN
245 00 - TITLE STATEMENT
Title Improving student achievement :
Remainder of title what state NAEP test scores tell us /
Statement of responsibility, etc David Grissmer [and others].
260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT)
Place of publication, distribution, etc Santa Monica, Calif. :
Name of publisher, distributor, etc Rand,
Date of publication, distribution, etc 2000.
300 ## - PHYSICAL DESCRIPTION
Extent 1 online resource (xl, 271 pages) :
Other physical details illustrations
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504 ## - BIBLIOGRAPHY, ETC. NOTE
Bibliography, etc Includes bibliographical references (pages 257-271).
505 0# - FORMATTED CONTENTS NOTE
Formatted contents note The state NAEP achievement results and state family and educational characteristics -- Review of the literature -- Methodology -- Trends in state scores -- Estimating scores across states for students from similar families -- Effects of state educational policies -- Assessing the cost-effectiveness of different resource utilizations.
506 ## - RESTRICTIONS ON ACCESS NOTE
Materials specified Use copy
Standardized terminology for access restriction Restrictions unspecified
Source of term star
Institution to which field applies MiAaHDL
520 3# - SUMMARY, ETC.
Summary, etc 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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Type of reproduction Electronic reproduction.
Place of reproduction [S.l.] :
Agency responsible for reproduction HathiTrust Digital Library,
Date of reproduction 2010.
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Language note English.
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650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element School improvement programs
General subdivision Government policy
Geographic subdivision United States
General subdivision States.
9 (RLIN) 228877
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element Academic achievement
General subdivision Government policy
Geographic subdivision United States
General subdivision States.
9 (RLIN) 228878
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element Academic achievement
Geographic subdivision United States
General subdivision States
-- Evaluation.
9 (RLIN) 228879
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Topical term or geographic name as entry element Educational tests and measurements
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General subdivision States
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General subdivision Réforme
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Geographic subdivision États-Unis
General subdivision États.
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Topical term or geographic name as entry element Tests et mesures en éducation
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General subdivision États
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Topical term or geographic name as entry element EDUCATION
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Source of heading or term bisacsh
9 (RLIN) 153151
650 #7 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element STUDY AIDS
General subdivision Tests.
Source of heading or term bisacsh
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Topical term or geographic name as entry element EDUCATION
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Topical term or geographic name as entry element Educational tests and measurements
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Personal name Grissmer, David W.
Fuller form of name (David Waltz),
Dates associated with a name 1941-
9 (RLIN) 228881
776 08 - ADDITIONAL PHYSICAL FORM ENTRY
Display text Print version:
Title Improving student achievement.
Place, publisher, and date of publication Santa Monica, Calif. : Rand, 2000
International Standard Book Number 0833025619
Record control number (DLC) 00041481
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Holdings
Withdrawn status Lost status Damaged status Not for loan Collection code Home library Current library Date acquired Total Checkouts Date last seen Price effective from Koha item type
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