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Tag: compared

  • Closing the Achievement Gap: Examining the Role of Cognitive Developmental Level in Academic Achievement

    1/1/06 - Cooper, Jennifer, Schleser, Robert

    The achievement gap in mathematics between African American and Caucasian students has been observed for several decades, though previous research has been unable to fully explain why the gap exists. Using a sample of 56 kindergarten and first grade students, this study examined the role that cognitive developmental level plays in the achievement gap. Results indicated that African American students scored significantly lower than the Caucasian students on a test of mathematical achievement...

  • Closing the Gap: Enhancing Student Outcomes in an Urban Professional Development School

    1/1/04 - Klingner, Janette K., Leftwich, Suzette, van Garderen, Delinda

    The purpose of this paper is to provide an account of changes in student achievement at one urban elementary school involved in an eight-year partnership with a University. The school first became involved with the University through a research project designed to support the school's efforts at restructuring and soon became a full-fledged Professional Development School (PDS). Students' scores on high-stakes assessment measures were the primary data sources. These scores are presented in...

  • Comparative and International Research in Education

    1/1/03 - Crossley, M. & Watson, K.
  • Comparative Technology Transfer and Society

    1/1/04
  • Comparative Technology Transfer and Society

    1/1/04
  • Comparative Technology Transfer and Society

    1/1/05
  • Comparative Technology Transfer and Society

    1/1/04
  • Comparative Technology Transfer and Society

    1/1/03
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    Compendium of Student, Teacher, and Classroom Measures Used in NCEE Evaluations of Educational Interventions (Volumne I)

    1/5/10 - Kimberly Boller , Sally Atkins-Burnett , Elizabeth M. Malone , Gail P. Baxter , Jerry West

    "This NCEE Reference Report is a ready resource available to help evaluators researchers' select outcome measures for their future studies and also assist policymakers in understanding the measures used in existing IES studies. The two-volume "Compendium of Student, Teacher, and Classroom Measures Used in NCEE Evaluations of Educational Interventions" provides comparative information about the domain, technical quality, and history of use of outcome measures used in IES-funded evaluations...

  • pdf

    Compendium of Student, Teacher, and Classroom Measures Used in NCEE Evaluations of Educational Interventions (Volumne II)

    1/5/10 - Kimberly Boller , Sally Atkins-Burnett , Elizabeth M. Malone , Gail P. Baxter , Jerry West

    "This NCEE Reference Report is a ready resource available to help evaluators researchers' select outcome measures for their future studies and also assist policymakers in understanding the measures used in existing IES studies. The two-volume "Compendium of Student, Teacher, and Classroom Measures Used in NCEE Evaluations of Educational Interventions" provides comparative information about the domain, technical quality, and history of use of outcome measures used in IES-funded evaluations...

  • pdf

    Determining adequate yearly progress from kindergarten through grade 6 with Curriculum Based Measurement

    1/3/09 - National Center on Student Progress Monitoring,

    Progress monitoring is a scientifically based practice that teachers can use to evaluate the effectiveness of their instruction for individual students or their entire class. Teachers identify goals for what their students will learn over time, measure their students' progress toward meeting these goals by comparing expected and actual rates of learning, and adjust their teaching as needed. The benefits of progress monitoring include accelerated learning for students who receive more...

  • Does equalization litigation effect a narrowing of the gap of value added achievement outcomes among school districts?

    1/1/01 - Peevely, Gary L., Ray, John R.

    A study investigated whether equalization litigation effects a narrowing of the gap of value added achievement outcomes among school districts. The value added student achievement levels of the school districts that were named as litigants in the Tennessee Small School Systems v. McWherter were compared to those districts that were not litigants. Results indicated that the litigant districts have not consistently improved or distanced themselves in any substantive way from the nonlitigant...

  • Earnings Gap Between College and High School Grads Reaches Highest Point in 48 Years

    2/11/14 - Yen, Hope

    The earnings gap between young adults with and without bachelor's degrees has stretched to its widest level in nearly half a century. It's a sign of the growing value of a college education despite rising tuition costs, according to an analysis of census data released Tuesday. Young adults with just a high-school diploma earned 62 percent of the typical salary of college graduates. That's down from 81 percent in 1965, the earliest year for which comparable data are available.

  • Educational Researcher

    6/1/05
  • Engaging Native American Learners with Rigor and Cultural Relevance

    1/1/09 - The Center for Comprehensive School Reform and Improvement

    Historically, education outcomes for Native America youth have fallen far short when compared with the outcomes of their peers. In 2007, the National Indian Education Study from the National Center for Education Statistics reported that “overall, the average reading scores for American Indian/Alaska Native (AI/AN) fourth- and eighth-graders showed no significant change since” the last report in 2005 “and were lower than the scores for non-AI/AN students in 2007” (Moran, Rampey...

  • Ethnic and gender differences in mathematics achievement and in dispositions towards the study of mathematics

    1/1/06 - Birenbaum, Menucha, Nasser, Fadia

    The study examined the effects of gender and ethnicity on mathematics achievement on a national test and on dispositions (attitudes, perceived parental expectations, effort, and help) towards the study of mathematics of a representative sample of Jewish and Arab eighth graders in Israel. The results indicated a large ethnic gap in achievement in favor of the Jewish students. Significant gender--ethnicity interactions emerged whereby Arab girls, compared to Arab boys, attempted more items on...

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