A Closer Look at the Student Achievement Trends in the District of Columbia between 2006-07 and 2012-13. CALDER Working Paper No. 119

Autor/in	Özek, Umut
Institution	National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research
Titel	A Closer Look at the Student Achievement Trends in the District of Columbia between 2006-07 and 2012-13. CALDER Working Paper No. 119
Quelle	(2014), (46 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Educational Trends; Urban Schools; Achievement Gains; Mathematics Achievement; Reading Achievement; Scores; Student Improvement; African American Students; Hispanic American Students; Advantaged; School Demography; Public Schools; Standardized Tests; Socioeconomic Status; Gender Differences; Charter Schools; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Grade 10; District of Columbia + Suchen Sie Ihr Suchwort? Schulleistung; Bildungsentwicklung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Achievement gain; Leistungssteigerung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Schulbesuchsrate; Public school; Öffentliche Schule; Standadised tests; Standardisierter Test; Socio-economic status; Sozioökonomischer Status; Geschlechterkonflikt; Charter school; Charter-Schule; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	In this paper, we present a closer look at the student achievement trends in the District of Columbia between 2006-07 and 2012-13. We have three main conclusions. First, we find that overall, math scores in the District have improved. The improvements in reading scores during this time frame, however, were primarily limited to the first year after the PERAA implementation. While almost all student subgroups have experienced test score gains in math, these improvements were higher among the more affluent black and Hispanic students. Second, we find that these observed trends in math scores persist even after controlling for the cross-cohort differences in observed student characteristics. In particular, the estimates indicate that less than 10 percent of the year-to-year improvements in test scores can be attributed to the changing student composition in the District over this time frame. Finally, we show that existing students have also experienced gains in math even though the students who are new to the District's public school system score at higher levels on standardized tests when compared to existing students. Appendix A presents Figure A1--Average NAEP Scores in the District between 2003 and 2013. Appendix B: Subgroup Analysis with Student Covariates contains Tables B1 through B7. (As Provided).
Anmerkungen	National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5454; e-mail: inquiry@caldercenter.org; Web site: http://www.caldercenter.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01