A Portrait of Educational Outcomes in California. Getting Down to Facts II. Technical Report

Autor/inn/en	Reardon, Sean F.; Doss, Christopher; Gagné, Josh; Gleit, Rebecca; Johnson, Angela; Sosina, Victoria
Institution	Stanford University, Policy Analysis for California Education (PACE)
Titel	A Portrait of Educational Outcomes in California. Getting Down to Facts II. Technical Report
Quelle	(2018), (50 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Outcomes of Education; Reading Achievement; Mathematics Achievement; Standardized Tests; Suspension; Expulsion; Graduation Rate; High School Graduates; Socioeconomic Status; Achievement Gap; Rural Urban Differences; Racial Differences; English Language Learners; Elementary School Students; Secondary School Students; White Students; African American Students; Low Income Students; Hispanic American Students; California + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Standadised tests; Standardisierter Test; Ausschluss; Schulausschluss; Relegation; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Socio-economic status; Sozioökonomischer Status; Stadt-Land-Beziehung; Rassenunterschied; Sekundarschüler; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Kalifornien
Abstract	How are California's students doing? And are all groups of students receiving the same opportunities for educational success? How do patterns of educational outcomes in California compare to those in other states, and how have they changed in the last decade? In this study, the authors seek to provide a portrait of the state of educational outcomes in California. Any effort to improve educational opportunities in the State must begin with a clear-eyed assessment of where and for whom the State's schools are more or less successful. To do so, they examine data on three key indicators of the performance of the educational system: performance on standardized tests of reading and mathematics, rates of exclusionary discipline such as in- and out-of-school suspensions and expulsions, and high school graduation rates. Though the individual measures are imperfect, and do not fully capture all outcomes of interest even in combination, each provides an important piece of evidence on an aspect of California's educational system. Performance on standardized tests is the most common way to measure the academic skills that students have acquired through the course of their schooling. Graduation rates complement standardized test measures because they also capture all requirements for graduation, both academic and non-academic. Rates of exclusionary discipline provide a slightly different perspective because they are deeply related to educational opportunity. Students cannot learn and reap the benefits of an education if they are not in the classroom. Triangulating these three measures and perspectives provides a more nuanced view of the educational system than any one measure in isolation. To give a comprehensive analysis of student outcomes the authors begin with simple analyses of trends both in California and in the nation as a whole. This provides a starting point for understanding where California stands relative to the nation. Where the data allow, they augment that analysis by investigating how outcomes, in both California and nation, differ by race/ethnicity and the socioeconomic status of the students the district serves. (ERIC).
Anmerkungen	Policy Analysis for California Education, PACE. 3653 Tolman Hall, Berkeley, CA 94720-1670. Tel: 510-642-7223; Fax: 510-642-9148; e-mail: pace@berkeley.edu; Web site: http://www.edpolicyinca.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01