Publications & ProductsSearch Results: (16-30 of 34 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 2015018 | School Composition and the Black-White Achievement Gap
School Composition and the Black-White Achievement Gap explores public schools’ demographic composition, in particular, the proportion of Black students enrolled in schools (also referred to “Black student density” in schools) and its relation to the Black-White achievement gap. This NCES study, the first of its kind, used the 2011 NAEP grade 8 mathematics assessment data. As reported earlier, Black students at the national level, on average, scored 30 points lower than their White peers in 2011. Among the results highlighted in the report, the study indicates that the achievement gap between Black and White students remains whether schools fall in the highest density category (i.e., schools that composed of at least 60 percent Black students) or the lowest density category (i.e., schools that composed of less than or equal to 20 percent Black students). When accounting for factors such as student socioeconomic status and other student, teacher, and school characteristics, Black students, and Black male students in particular, scored lower in the highest- rather than the lowest density schools. Further, the portion of the Black-White achievement gap attributed to within-school differences (e.g., how schools internally distribute resources and treat students) is larger than the portion attributed to between-school differences (e.g., how schools vary in technology, updated textbooks, and qualified teachers). |
9/24/2015 |
| NCES 2014024 | Performance of U.S. 15-Year-Old Students in Mathematics, Science, and Reading Literacy in an International Context-First Look at PISA 2012
First Look at PISA 2012 reports average scale scores and the percentage of 15-year-old students reaching selected proficiency levels, comparing the United States with other participating education systems. Results for the three U.S. states are also reported. |
12/3/2013 |
| NCEE 20144001 | Access to Effective Teaching for Disadvantaged Students
Recent federal initiatives emphasize measuring teacher effectiveness and ensuring that disadvantaged students have equal access to effective teachers. This study substantially broadens the existing evidence on access to effective teaching by examining access in 29 geographically dispersed school districts over the 2008-2009 to 2010-2011 school years. The report describes disadvantaged students' access to effective teaching in grades 4 through 8 in English/language arts (ELA) and math, using value-added analysis to measure effective teaching. On average, disadvantaged students had less access to effective teaching in these districts. Providing equal access to effective teaching for FRL and non-FRL students would reduce the student achievement gap from 28 percentile points to 26 percentile points in ELA and from 26 percentile points to 24 percentile points in math in a given year. |
11/7/2013 |
| NCES 2012046 | Higher Education: Gaps in Access and Persistence Study
The Higher Education: Gaps in Access and Persistence Study is a congressionally-mandated statistical report that documents the scope and nature of gaps in access and persistence in higher education by sex and race/ethnicity. The report presents 46 indicators grouped under seven main topic areas: (1) demographic context; (2) characteristics of schools; (3) student behaviors and afterschool activities; (4) academic preparation and achievement; (5) college knowledge; (6) postsecondary education; and (7) postsecondary outcomes and employment. In addition, the report contains descriptive multivariate analyses of variables that are associated with male and female postsecondary attendance and attainment. |
8/28/2012 |
| REL 2012025 | Analyzing Performance by Pennsylvania Grade 8 Hispanic Students on the 2007/08 State Assessment
The report compares performance of grade 8 Hispanic students on the Pennsylvania System of School Assessment (PSSA) English language arts and math tests with that of grade 8 White, Black, and other non-Hispanic students during school years 2002/03 to 2008/09. It also examines how grade 8 Hispanic students’ performance varies by key student and school characteristics. The study found that in 2007/08, Hispanic students in Pennsylvania had lower English language arts and math scores than did non-Hispanic students. The differences were statistically significant. |
4/25/2012 |
| REL 2012108 | A Descriptive Analysis of Enrollment and Achievement Among English Language Learner Students in New Jersey
This report describes enrollment and achievement trends of LEP students in New Jersey public schools between 2002/03 and 2008/09. It documents achievement gaps between LEP and general education students in language arts literacy and math, as measured by statewide assessments administered in grades 3, 4, 8, and 11. The study's main findings include:
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4/24/2012 |
| REL 2012127 | A Descriptive Analysis of Enrollment and Achievement Among English Language Learner Students in Pennsylvania
The number of English language learner (ELL) students in Pennsylvania public schools rose 24.7 percent from 2002/03 to 2008/09, whereas total student enrollment fell 2.4 percent. During that period, ELL student enrollment increased from 2.1 percent of the student population in 2002/03 to 2.7 percent in 2008/09. These figures are of concern to educators because of the large achievement gaps between ELL and non-ELL students and the need to meet the No Child Left Behind Act goal of bringing all students to proficiency by 2014. This report describes enrollment and achievement trends of ELL students in Pennsylvania public schools between 2002/03 and 2008/09. It documents achievement gaps between ELL and general education students in reading, math, and writing, as measured by statewide assessments administered in grades 3–8 and 11. The study's main findings include:
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4/24/2012 |
| REL 2012128 | A Descriptive Analysis of Enrollment and Achievement Among English Language Learner Students in Maryland
The number of limited English proficient (LEP) students in Maryland public schools rose 73 percent from 2002/03 to 2008/09, whereas total student enrollment rose only 2.1 percent. During that period, LEP student enrollment increased from 3.0 percent of total student enrollment in 2002/03 to 5.2 percent in 2008/09. These figures are of concern to educators because of the large achievement gaps between LEP and non-LEP students nationally and the need to meet the No Child Left Behind Act goal of bringing all students to proficiency by 2014. This report, describes enrollment and achievement trends of LEP students in Maryland public schools between 2002/03 and 2008/09. It documents large achievement gaps, ranging from 11 to 49 percentage points, between LEP and non-LEP students in reading and math, as measured by statewide assessments administered in grades 3–8 and 10. The study's main findings include:
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4/24/2012 |
| REL 2012131 | A Descriptive Analysis of Enrollment and Achievement Among English Language Learner Students in the District of Columbia
The number of English language learner (ELL) students in District of Columbia public schools rose 1.8 percent from 2002/03 to 2008/09, whereas total student enrollment fell 6.3 percent. ELL student enrollment increased from 7.7 percent of total student enrollment in 2002/03 to 8.4 percent in 2008/09. These figures are of concern to educators because of the need to meet the No Child Left Behind Act goal of bringing all students to proficiency by 2014 and because nationally ELL students' achievement lags behind that of non-ELL students. This report describes enrollment trends between 2002/03 and achievement trends between 2006/07 and 2008/09 among ELL students in District of Columbia public schools. It documents the achievement of ELL and non-ELL students in reading and math, as measured by districtwide assessments administered in grades 3–8 and 10. The study's main findings include:
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4/24/2012 |
| REL 2012132 | A Descriptive Analysis of Enrollment and Achievement Among English Language Learner Students in Delaware
The number of English language learner (ELL) students in Delaware public schools rose 91.7 percent from 2002/03 to 2008/09, whereas total enrollment increased 7.7 percent. ELL student enrollment increased from 3.0 percent of total student enrollment in 2002/03 to 5.4 percent in 2008/09. These figures are of concern to educators because of the large achievement gaps nationally between ELL and non-ELL students and the need to meet the No Child Left Behind Act goal of bringing all students to proficiency by 2014. This report describes enrollment and achievement trends between 2002/03 and 2008/09 among ELL students in Delaware public schools. It documents achievement gaps between ELL and non-ELL students in reading and math state assessments in grades 2–10 and in science and social studies assessments in grades 4, 6, 8, and 11. The study's main findings include:
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4/24/2012 |
| REL 20124006 | Does a Summer Reading Program Based on Lexiles Affect Reading Comprehension?
To successfully engage in today’s global market, students need advanced literacy skills (Snow, Burns, and Griffin 1998). A lack of proficiency in reading is more widely found in children from economically disadvantaged families (Alexander, Entwisle, and Olson 2007; Lee, Grigg, and Donahue 2007); in fact, by grade 4, only 46 percent of students from economically disadvantaged families achieve reading proficiency above the basic level (Perie, Grigg, & Donahue, 2005). One reason that these students tend to have lower reading proficiency is that they experience a decline in reading comprehension over the summer months, known as summer reading loss (Cooper et al. 1996; David 1979). This disproportionate reading loss for economically disadvantaged students may, in part, be explained by the limited access to books and literacy-related activities in the home environment that many of these students experience. |
3/7/2012 |
| REL 2012120 | Comparing the Achievement Patterns of Native Hawaiian and Non-Native Hawaiian Grade 8 Students in Reading and Math
Native Hawaiian students represent the largest single ethnic group in Hawai'i, at 27 percent of the student population in 2008/09. This REL Pacific report, Comparing the achievement patterns of Native Hawaiian and non-Native Hawaiian grade 8 students in reading and math, reports the reading and math proficiency rates of grade 8 Native Hawaiian and non-Native Hawaiian public school students and whether proficiency rates have changed from 2003/04 to 2008/09. |
12/7/2011 |
| REL 2012019 | Comparing Achievement Trends in Reading and Math Across Arizona Public School Student Subgroups
This technical brief examines the 2008/09 reading and math proficiency levels of four categories of Arizona public school students (comprising 11 student subgroups): ethnicity (American Indian, Asian, Black, Hispanic, and White), English language learner status (English language learner students and non–English language learner students), disability status (students with disabilities and students without disabilities), and economic status (receiving free or reduced-price meals and not receiving free or reduced-price meals). Responding to an Arizona Department of Education request, the brief describes how student subgroup performance differs by school level (elementary, middle, and high) and across three school types: Title I Schools in Improvement (schools serving economically disadvantaged students and participating in the federal school improvement program intended to improve academic performance in schools not meeting adequate yearly progress for at least two consecutive years); Title I Schools Not in Improvement; and non–Title I schools. The same analyses were conducted for charter schools. |
10/25/2011 |
| REL 2011017 | Achievement Trends of Schools and Students in Arizona’s Title I School Improvement Program
This technical brief responds to an Arizona Department of Education request to study academic performance in schools receiving funding through the federal Title I compensatory education program, the section of the No Child Left Behind Act of 2001 governing resources for schools and districts serving disadvantaged populations. The brief describes for 2005/06-2008/09 the numbers and distribution of Arizona public schools and students across school levels (elementary, middle, high) for three school types: Title I Schools in Improvement (participating in the school improvement program, a public program to improve the academic performance of students in schools not meeting adequate yearly progress for at least two consecutive years); Title I Schools Not in Improvement; and non-Title I schools. It reports how Schools in Improvement are distributed across school improvement statuses, compares trends in reading and math proficiency for students attending each school type, and examines patterns of movement in and out of school improvement among Title I schools. |
7/19/2011 |
| NCES 2011459 | Achievement Gaps: How Hispanic and White Students in Public Schools Perform in Mathematics and Reading on the National Assessment of Educational Progress
This report provides detailed information on the size of the achievement gaps between Hispanic and White public school students at the national and state levels and describes how those achievement gaps have changed over time. Additional information about race/ethnicity in NAEP is given in Appendix A. Most of the data in this report is derived from the results of the 2009 National Assessment of Educational Progress (NAEP) main assessments in mathematics and reading; however the trend data provided is derived from results from as early as 1990. Achievement Gaps: How Hispanic and White Students in Public Schools Perform in Mathematics and Reading on the National Assessment of Educational Progress, follows our previous report that provided similar information on the achievement gap between Black and White students. |
6/23/2011 |
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