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

Contributor(s):

Grissmer, David W. (David Waltz), 1941-

Material type: Text

TextPublication details: Santa Monica, Calif. : Rand, 2000.Description: 1 online resource (xl, 271 pages) : illustrationsContent type:

text

Media type:

computer

Carrier type:

online resource

ISBN:

058538391X
9780585383910
9780833043276
0833043277
1282451499
9781282451490
9786612451492
6612451491

Subject(s): Genre/Form:

Additional physical formats: Print version:: Improving student achievement.DDC classification:

371.26/0973 21

LOC classification:

LB2822.82 .I49 2000eb

Other classification:

DK 1022
5,3

Online resources:

Click here to access online

Contents:

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.

Action note:

digitized 2010 HathiTrust Digital Library committed to preserve

Abstract: 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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Electronic-Books	OPJGU Sonepat- Campus	E-Books EBSCO			Available

Includes bibliographical references (pages 257-271).

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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."

Electronic reproduction. [S.l.] : HathiTrust Digital Library, 2010. MiAaHDL

Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002. MiAaHDL