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Improving student achievement : what state NAEP test scores tell us

Author: David W Grissmer
Publisher: Santa Monica, Calif. : Rand, 2000.
Edition/Format:   eBook : Document : EnglishView all editions and formats
Summary:
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  Read more...
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Genre/Form: Electronic books
Statistics
Additional Physical Format: Print version:
Improving student achievement.
Santa Monica, Calif. : Rand, 2000
(DLC) 00041481
(OCoLC)44131775
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: David W Grissmer
ISBN: 058538391X 9780585383910 9780833043276 0833043277 1282451499 9781282451490 9786612451492 6612451491
OCLC Number: 49414609
Language Note: English.
Reproduction Notes: Electronic reproduction. [S.l.] : HathiTrust Digital Library, 2010. MiAaHDL
Description: 1 online resource (xl, 271 pages) : illustrations
Details: 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.
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.
Responsibility: David Grissmer [and others].
More information:

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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