A Level Playing Field? How College Readiness Standards Change the Accountability Game

Autor/inn/en	Dahlin, Michael; Tarasawa, Beth
Institution	Northwest Evaluation Association
Titel	A Level Playing Field? How College Readiness Standards Change the Accountability Game
Quelle	(2013), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Readiness; Accountability; Academic Standards; Longitudinal Studies; High Achievement; Benchmarking; Elementary School Students; Middle School Students; Socioeconomic Status; Achievement Gains; Achievement Gap; Mathematics Achievement; Reading Achievement; Trend Analysis; Cohort Analysis; Racial Differences; Predictor Variables; Gender Differences; Predictive Validity; Achievement Rating; Disadvantaged; Research Needs; Educational Policy; ACT Assessment + Suchen Sie Ihr Suchwort? Verantwortung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Socio-economic status; Sozioökonomischer Status; Achievement gain; Leistungssteigerung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Trendanalyse; Kohortenanalyse; Rassenunterschied; Prädiktor; Geschlechterkonflikt; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Forschungsbedarf; Politics of education; Bildungspolitik; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	In this follow-up to "Do High Flyers Maintain Their Altitude? Performance Trends of Top Students," the academic growth of 35,000 elementary and middle school students in 31 states, all of them high achievers within their own schools, were followed over a three-year period. Their achievement scores were matched with their associated probability of being on track to meet ACT® college readiness benchmarks. The study yielded several major findings and policy implications. Of particular interest were the growth and performance of students from high-poverty schools relative to their peers from wealthier schools. Researchers also found immense variance in the amount of growth that all schools, both high- and low-poverty, produced with their top tenth percentile of students. The need to find ways to reduce the achievement gap between the top tenth percentile in high- and low-poverty schools remains compelling if schools are to meet the commitment to offer all students, including the best students, the opportunity to reach their full potential. [See: "Do High Flyers Maintain Their Altitude? Performance Trends of Top Students" in ERIC at ED524344. See: "For Whom the Pell Tolls: How Financial Aid Policies Widen the Opportunity Gap" in ERIC at ED556245.] (ERIC).
Anmerkungen	Northwest Evaluation Association. 121 NW Everett Street, Portland, OR 97209. Tel: 503-624-1951; Fax: 503-639-7873; Web site: http://nwea.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01