TY  - BOOK
AU  - Grissmer,David W.
TI  - Improving student achievement: what state NAEP test scores tell us 
SN  - 058538391X
AV  - LB2822.82 .I49 2000eb
U1  - 371.26/0973 21
PY  - 2000///
CY  - Santa Monica, Calif.
PB  - Rand
KW  - School improvement programs
KW  - Government policy
KW  - United States
KW  - States
KW  - Academic achievement
KW  - Evaluation
KW  - Educational tests and measurements
KW  - Statistics
KW  - Enseignement
KW  - Réforme
KW  - Politique gouvernementale
KW  - États-Unis
KW  - États
KW  - Tests et mesures en éducation
KW  - Statistiques
KW  - EDUCATION
KW  - bisacsh
KW  - STUDY AIDS
KW  - Tests
KW  - Testing & Measurement
KW  - U.S. states
KW  - fast
KW  - Leistungssteigerung
KW  - gnd
KW  - Schulleistung
KW  - Schulpolitik
KW  - Theory & Practice of Education
KW  - hilcc
KW  - Education
KW  - Social Sciences
KW  - USA
KW  - swd
KW  - Electronic books
N1  - Includes bibliographical references (pages 257-271); 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; Electronic reproduction; [S.l.]; HathiTrust Digital Library; 2010
N2  - 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."
UR  - https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=43486
ER  -