Categories

Tag: statistics

  • Equity and Empathy: Toward Racial and Educational Achievement in the Obama Era

    1/1/09

    Reflecting on the 2008 election, Prudence Carter challenges the popular notion that President Obama's victory is symbolic of a postracial society in the United States. Citing statistics about the opportunity gap that still exists in our nation's schools -- as well as the recent Supreme Court cases that served to halt racial desegregation -- Carter argues that we must continue to push for truly integrated schools, where black and Latino students are provided with the resources, high...

  • Evaluation of Quality Teaching for English Learners (QTEL) Professional Development

    1/1/12 - Bos, J.M., Sanchez, R.C., Tseng, F., Rayyes, N., Ortiz, L., and Sinicrope, C.

    English language proficiency is critical to academic achievement in the United States. For several decades, educators and policymakers have explored strategies to ensure that English language learner students have access to rigorous academic content as much as non–English language learner students. Educating English language learner students is a challenge that has become a civil rights issue and a topic of federal legislation. In 1968, Congress passed the Bilingual Education Act...

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    Forum guide to data ethics

    1/1/10 - National Forum on Education Statistics,

    "Each and every day, educators collect and use data about students, staff, and schools. Some of these data originate in individual student and staff records that are confidential or otherwise sensitive. And even those data that are a matter of public record, such as aggregate school enrollment, need to be accessed, presented, and used in an ethically responsible manner. While laws set the legal parameters that govern data use, ethics establish fundamental principles of "right and wrong" that...

  • Gap or Gaps: Challenging the Singular Definition of the Achievement Gap

    1/1/06 - Carpenter Ii, Dick M., Ramirez, Al, Severn, Laura

    For decades, researchers examined the ‘achievement gap’ between minority and nonminority students. This singular definition of achievement gap ignores important within-group differences. This article uses National Education Longitudinal Study (NELS:88) data to examine within-group differences and compares those across Latino, African American, and White populations. Results question the singular definition of achievement gap. Given the importance of how issues are defined, a singular...

  • Guidance for Developing and Selecting Assessments of Student Growth for Use in Teacher Evaluation Systems (Extended Version)

    1/1/11 - Herman, J.L., Heritage, M., and Goldschmidt, P. , Assessment and Accountability Comprehensive Center, The Regents of the University of California. National Center for Research on Evaluation, Standards, and Student Testing (CRESST); UCLA.

    States and districts across the country are grappling with how to incorporate assessments of student learning into their teacher evaluation systems. Sophisticated statistical models have been proposed to estimate the relative value individual teachers add to their students’ assessment performance (hence the term teacher “value-statistical models, as well as the value-added measures they produce, have been widely debated. Little attention, however, has been devoted to the quality of the...

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    Impacts of a Violence Prevention Program for Middle Schools: Findings From the First Year of Implementation

    1/16/10 - Suyapa Silvia , Jonathan Blitstein , Jason Williams , Chris Ringwalt , Linda Dusenbury , William Hansen

    "A new evaluation of a violence prevention program for middle schools finds that after one school year, there were no statistically significant impacts on how often students reported that they were victimized by their peers, or committed violence against their peers. In addition, there were no statistically significant impacts of the program on a number of other outcomes such as how often students' reported positive behavior toward their peers or on their perceptions of school safety. The...

  • LAGGING LITERACY

    1/1/01 - Christie, Kathy

    Focuses on efforts to improve literacy rates in the United States. Results of the National Assessment of Educational Progress report, which indicated an increasing gap between higher and lower scoring students; Mention of statistics regarding international literacy levels; Assertion that the U.S. needs to improve literacy standards, assessment and intervention programs; Example of the Texas Reading Initiative and other research-based programs for teaching reading.

  • Narrowing the Gap: Effects of a Two-Way Bilingual Education Program on the Literacy Development of At-Risk Primary Students

    1/1/04 - López, Maria G., Tashakkori, Abbas

    Children with limited English proficiency are known to be at higher risk of school failure than their peers. Risk starts early, and the achievement lag of these children often widens with age and progression in the educational system. This study attempted to determine the effects of a 2-way bilingual education program on the literacy development of at-risk kindergarten students who had lower English proficiency and were in a higher failure risk bracket than a comparison group who had higher...

  • Parent Involvement, Cultural Capital, and the Achievement Gap Among Elementary School Children

    1/1/06 - Lee, Jung-Sook, Bowen, Natasha K.

    This study examined the level and impact of five types of parent involvement on elementary school children's academic achievement by race/ethnicity, poverty, and parent educational attainment. The sample comprised 415 third through fifth graders who completed the Elementary School Success Profile. Hypotheses from Bourdieu's theory of cultural capital were assessed with t tests, chi-square statistics, and hierarchical regressions. Consistent with the theory, parents with different demographic...

  • Parent Involvement, Cultural Capital, and the Achievement Gap Among Elementary School Children

    1/1/06 - Lee, Jung-Sook, Bowen, Natasha K.

    This study examined the level and impact of five types of parent involvement on elementary school children's academic achievement by race/ethnicity, poverty, and parent educational attainment. The sample comprised 415 third through fifth graders who completed the Elementary School Success Profile. Hypotheses from Bourdieu's theory of cultural capital were assessed with tests, chi-square statistics, and hierarchical regressions. Consistent with the theory, parents with different demographic...

  • Practical Guidelines for the Enducation of English Language Learners: Research-based recommendations for the use of accommodations in large-scale assessments

    1/1/06 - Francis, D.J., Rivera, M., Lesaux, N., Kieffer, M., & Rivera, H. , U.S. Department of Education

    The fundamental principles underlying the No Child Left Behind (NCLB) Act of 2001focus on high standards of learning and instruction with the goal of increasing academic achievement—reading and math in particular—within all identified subgroups in the K-12 population. One of these subgroups is the growing population of English Language Learners (ELLs). NCLB has increased awareness of the academic needs and achievement of ELLs as schools, districts, and states are held accountable for...

  • Preschool Antecedents of Mathematics Achievement of Latinos: The Influence of Family Resources, Early Literacy Experiences, and Preschool Attendance

    1/1/07 - Lopez, Edward M., Gallimore, Ronald, Garnier, Helen

    Seventy-three Latino middle school students participated in a longitudinal study of the preschool antecedents of their mathematics achievement. Path analysis indicated that family resources (parents' educational level, occupation, and income) predicted home literacy activities, which predicted combined early Spanish literacy and English language proficiencies at kindergarten entry, which predicted elementary mathematics achievement, which in turn predicted middle school mathematics...

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    Projections of Education Statistics to 2018

    1/18/09 - William J Hussar, Tabitha M. Bailey

    This publication provides projections for key education statistics. It includes statistics on enrollment, graduates, teachers, and expenditures in elementary and secondary schools, and enrollment and earned degrees conferred expenditures of degree-granting institutions. For the Nation, the tables, figures, and text contain data on enrollment, teachers, graduates, and expenditures for the past 14 years and projections to the year 2018. For the 50 States and the District of Columbia, the...

  • Race, cultural capital and educational resources: Persistent inequalities and achievement returns

    1/1/99 - Roscigno, Vincent J., Ainsworth-Darnell, James W.

    Examined the extent to which Black and White students differ in cultural capital and household educational resources, the mediating role these attributes may play between family background and racial disparities in academic achievement, and whether educational returns vary by racial group. Data were obtained from the National Education Longitudinal Survey (1990) of 16,189 10th graders (83.6% White, 16.4% Black). The findings of a statistical analysis show that significant racial variations...

  • Responding to the Quantitative Literacy Gap among Students in Sociology Courses

    1/1/09 - Wilder, Esther Isabelle

    The Integrating Data Analysis (IDA) approach to undergraduate education developed by the American Sociological Association (ASA) and the Social Science Data Analysis Network (SSDAN) has been embedded in the undergraduate sociology curriculum at Lehman College, The City University of New York (CUNY), since 2003. This study draws on student and faculty assessment data from the fall 2004 and spring 2006 semesters to evaluate the effectiveness of this initiative. The results show that students...

  • School racial composition and academic achievement: the case of Hmong LEP students in the USA

    1/1/08 - Lee, Moosung, Madyun, Na'im

    The existence of the achievement gap is more than just a black-white issue; contrary to stereotypes, it is a concern within Asian homes. Hmong students underachieve in comparison with many East Asian students. Traditional cultural practices and poverty have been identified as explanatory factors. Our data suggest that a more critical factor might be within-school segregation. Utilising a racial exposure statistic, it was found that the more diverse a school became, the higher the achievement...

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