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Mobile students and statewide testing : a contextual influence on district performance

Author: Nadine T Fernandez; Educational Resources Information Center (U.S.)
Publisher: [Washington, DC] : U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, [1987]
Edition/Format:   Book   Microform : National government publication : Microfiche : English
Summary:
The effect of student mobility on achievement on the High School Proficiency Test (hspt), a state-mandated graduation test in New Jersey, was studied. Students in a small urban district in metropolitan New York City frequently transfer into and out of the district or between schools within the district. The research was conducted in an urban high school with a total enrollment of 1,628. The sample consisted of 315  Read more...
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Details

Material Type: Government publication, National government publication, Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: Nadine T Fernandez; Educational Resources Information Center (U.S.)
OCLC Number: 28552540
Notes: Distributed to depository libraries in microfiche.
Reproduction Notes: Microfiche. [Washington, D.C.] : Supt. of Docs., U.S. G.P.O., [1992]. 1 microfiche.
Description: 1 volume
Responsibility: Nadine T. Fernandez.

Abstract:

The effect of student mobility on achievement on the High School Proficiency Test (hspt), a state-mandated graduation test in New Jersey, was studied. Students in a small urban district in metropolitan New York City frequently transfer into and out of the district or between schools within the district. The research was conducted in an urban high school with a total enrollment of 1,628. The sample consisted of 315 tenth graders who had taken the hspt in April of 1986. Seven hypotheses were tested with respect to mobility, school, and home factors that may affect student achievement and influence student performance on the hspt. Student transcripts provided some of the study data. The results indicate that: (1) mobility has little effect on achievement when other school and home factors are held constant; and (2) a large set of complex social conditions affects student performance including language proficiency, behavior, and attendance. (Tjh).

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