Six years of Standarized Connecticut Mastery Testing and 5 years of CAPT scores with District Reference Group Ranks. Suggested interpretations included.
The document summarizes test score data from Branford Public Schools in Connecticut over a 4-year period from 2006 to 2009. It includes comparisons of scale scores and percentages of students meeting goals or proficiency standards in reading, writing and math between Branford schools and statewide averages, as well as neighboring districts. Various graphs and tables are presented to visualize trends and rankings within Branford schools and compared to other districts. Some errors may exist in the data displays but the author is committed to correcting any inaccuracies.
Branford’s Economically Disadvantaged Achievement Gap by Grade Levels 2006 2011Thomas Salvin
“The gap in Connecticut's low-income and non-low-income students is 34 points, the largest of the 50 states …," explained Dudley Williams, Commission on Educational Achievement. Should upper-scale towns like Branford be concerned. It appears they should. Some of that evidence is here.
Branford’s 2011 CAPT, 8th-Grade, and 4th-Grade ComparisonsThomas Salvin
What does standardized testing tell us? Cut through the confusion and nonsense, circuitous talk, and look closer. Hiding our heads in the sand and thinking about issues in a vacuum are not productive. Here are comparisons to similar districts within Connecticut (District Reference Group D), to all Connecticut’s districts reporting complete scores, and resulting percentiles for each.
The document compares 3rd grade test scores on the Connecticut Mastery Test for math, reading, and writing from 2006 to 2009 across 24 school districts. It includes tabular data and trendline charts of the mean scale scores for each subject. The purpose is to see if poor performance by 4th graders in 2009 was an anomaly by looking at how 3rd graders in the same districts performed over the same time period.
The document summarizes the Connecticut Mastery Test which is used to assess student achievement in the state. It measures students' mastery of various subjects like reading, writing and math based on state standards. Scores are reported on a scale and students are placed into categories like advanced or below basic to indicate their mastery level. The test allows comparisons of student and district performance over time and across the state. An example is provided showing trends in performance in one district compared to state averages and similar districts over several years.
Branford’s 10th grade capt drg d ranks 2007 2010Thomas Salvin
The Connecticut Academic Performance Test, or simply the CAPT, is a state-mandated standardized test administered by the Connecticut State Board of Education that all public school students in Connecticut must take.
Branford 3rd 8th Grades Comparisons To Drg DThomas Salvin
Graphical presentation of Branford's 3-8 grades scores on the CMT in relation to the comparable districts (DRG D). Can be used as a judgement of excellence.
Six years of Standarized Connecticut Mastery Testing and 5 years of CAPT scores with District Reference Group Ranks. Suggested interpretations included.
The document summarizes test score data from Branford Public Schools in Connecticut over a 4-year period from 2006 to 2009. It includes comparisons of scale scores and percentages of students meeting goals or proficiency standards in reading, writing and math between Branford schools and statewide averages, as well as neighboring districts. Various graphs and tables are presented to visualize trends and rankings within Branford schools and compared to other districts. Some errors may exist in the data displays but the author is committed to correcting any inaccuracies.
Branford’s Economically Disadvantaged Achievement Gap by Grade Levels 2006 2011Thomas Salvin
“The gap in Connecticut's low-income and non-low-income students is 34 points, the largest of the 50 states …," explained Dudley Williams, Commission on Educational Achievement. Should upper-scale towns like Branford be concerned. It appears they should. Some of that evidence is here.
Branford’s 2011 CAPT, 8th-Grade, and 4th-Grade ComparisonsThomas Salvin
What does standardized testing tell us? Cut through the confusion and nonsense, circuitous talk, and look closer. Hiding our heads in the sand and thinking about issues in a vacuum are not productive. Here are comparisons to similar districts within Connecticut (District Reference Group D), to all Connecticut’s districts reporting complete scores, and resulting percentiles for each.
The document compares 3rd grade test scores on the Connecticut Mastery Test for math, reading, and writing from 2006 to 2009 across 24 school districts. It includes tabular data and trendline charts of the mean scale scores for each subject. The purpose is to see if poor performance by 4th graders in 2009 was an anomaly by looking at how 3rd graders in the same districts performed over the same time period.
The document summarizes the Connecticut Mastery Test which is used to assess student achievement in the state. It measures students' mastery of various subjects like reading, writing and math based on state standards. Scores are reported on a scale and students are placed into categories like advanced or below basic to indicate their mastery level. The test allows comparisons of student and district performance over time and across the state. An example is provided showing trends in performance in one district compared to state averages and similar districts over several years.
Branford’s 10th grade capt drg d ranks 2007 2010Thomas Salvin
The Connecticut Academic Performance Test, or simply the CAPT, is a state-mandated standardized test administered by the Connecticut State Board of Education that all public school students in Connecticut must take.
Branford 3rd 8th Grades Comparisons To Drg DThomas Salvin
Graphical presentation of Branford's 3-8 grades scores on the CMT in relation to the comparable districts (DRG D). Can be used as a judgement of excellence.
It is undeniable that lost instructional time related to the events of 2020 will impact students, the question is - how much? While the research regarding opportunity gaps for students is limited given the lack of available data and disparities in district responses, there is a substantial body of research related to “summer slide” - the inevitable learning loss students experience in the fall following a prolonged period away from direct, in-person instruction.
Covid 19 learning loss, A+ Colorado report Mary Willson
It is undeniable that lost instructional time related to the events of 2020 will impact students, the question is - how much? While the research regarding opportunity gaps for students is limited given the lack of available data and disparities in district responses, there is a substantial body of research related to “summer slide” - the inevitable learning loss students experience in the fall following a prolonged period away from direct, in-person instruction.
The document discusses strategies to improve high school math and reading skills. It finds that many students enter high school performing below grade level in these areas. To address this, it recommends aligning curriculum to state standards, using regular assessments to monitor progress, and providing remedial classes, tutoring, and technology tools for students struggling in math and reading. The goal is to better prepare all students for college and career readiness.
The document discusses the relationship between social class and school success. It finds that students from higher social classes tend to perform better in school than those from lower social classes. This is due to differences in home and family environments, as well as obstacles some students face in the classroom. While schools aim to equalize opportunity, research shows family background has a strong influence on achievement and many disadvantages are not overcome. The document examines factors like parental education, home resources, and teacher perceptions that can affect student performance.
This document provides contextual information about a 2nd grade classroom. It describes the school demographics, including that 21% of students qualify for subsidized lunch. The classroom has 19 students grouped into high, medium, and low tiers based on assessment data. Several students have IEPs or other special needs. Lessons are differentiated based on tiered groups. The school follows Common Core standards and a behavior management system to encourage positive behavior.
Dr. William Allan Kritsonis, Dissertation Chair for Elias Alex Torrez, Disser...William Kritsonis
This dissertation examines the impact of smaller learning communities (SLCs) on closing achievement gaps among student populations in Texas high schools. The study uses a quantitative method to compare student achievement, attendance, and completion rates between 21 career-themed SLC schools and 21 traditional high schools, as reported on the Academic Excellence Indicator System. Statistical analysis using ANOVA found no significant differences between SLC and traditional schools in English/reading or math achievement for ethnic and economically disadvantaged subgroups, or in overall attendance rates. The dissertation provides a review of literature supporting SLCs and the need to close achievement gaps.
Effects of jigsaw cooperative learning strategy on students’ achievement by g...Alexander Decker
This document discusses a study that examined the effects of using the Jigsaw cooperative learning strategy on gender differences in mathematics achievement among secondary school students in Kenya. Specifically, the study aimed to determine if gender affects achievement when Jigsaw is used to teach the mathematics topics of Surds and logarithms.
The study used a Solomon four-group, non-equivalent control group design and involved 160 students from four secondary schools. All students were administered a pre-test and post-test on the topics, with the experimental groups receiving instruction through Jigsaw and the control groups receiving conventional teaching methods. The results of the study showed that there was no statistically significant gender difference in mathematics achievement when students were taught using the Jigs
This study investigated differences in academic performance between students from rural and urban environments in Ondo State, Nigeria. 240 students from 6 randomly selected schools participated. Results from questionnaires and statistical analysis revealed no significant difference in academic performance between the two groups. While some research has found rural students perform worse, this study adds to other evidence that rural students can achieve as well as urban students, challenging the assumption that rural schools are inherently inferior. The study concludes that rural residence alone does not disadvantage students' academic performance.
This document summarizes key points from a presentation given by Andreas Schleicher, Head of the Indicators and Analysis Division at the OECD, about international comparisons of education systems. The summary includes:
1) Globalization and the knowledge economy have increased the importance of education for individuals and nations. International assessments like PISA show large variations in student performance and equity across countries.
2) High-performing education systems, like Finland's, achieve both high quality and equity through ambitious standards, quality teaching, and school autonomy balanced with accountability.
3) Policy levers that can improve education systems according to international evidence include focusing on student learning outcomes over inputs, quality teacher professional development, and intervention strategies tailored to school
This document provides student information and class plans for Katy Menne's spring 2016 semester internship. It includes:
- Demographic data on the student body at Ridgeview High School, which is a diverse population evenly split between male and female students.
- Breakdowns of the gender, race, learning styles and needs of each of Menne's six class periods, which include both AP US Government and Law Education II courses.
- An overview of Menne's instructional units, assessments and classroom management plans for the semester. Appendices provide additional data from student surveys.
The document aims to paint a well-rounded picture of Menne's classes and their students to help guide her teaching throughout
Education
BLS
2013
Education
Sources
National Assessment of Educational Progress (NAEP)
“Nation’s Report Card”
Census
Educational Attainment
Public School System Finances
Issues in Education
High School Completion
(# of graduates/# of students)
Who represents “graduates”? Equivalency exam? > 4 years? Modified study?
Who represents “students”? Those that started HS 4 years prior? Size of senior class?
What is the study for? Diploma count? Workforce qualification? School performance?
Beginning 2010/11 school year, No Child Left Behind legislation improved consistency across states by requiring graduation rates be reported as: (# of students who graduate in four years with a HS diploma/ # of students who entered school 4 years prior).
Graduation Rates
High school graduation rates have increased since the 1960 across all races.
Cross-Country Comparison Math Scores
The mathematics achievement scores of eighth grade American students lag behind those of many other countries.
Canada
Australia
Germany
South Korea
Belgium
Poland
Average 8th Grade Mathematics Achievement Score: 2009
Ireland
Netherlands
U.K.
Japan
529
527
520
538
507
508
U.S.
502
508
522
514
539
Hungary
503
4
Subject Matter Proficiency
National Assessment of Student Progress (NAEP)
Assessing Progress
U.S. has not been in the top scoring countries on any major assessment since the early 1990s
However:
The U.S. has diverse student body each with unique challenges.
U.S. students typically progress to higher levels of education, skewing average scores down.
Concerns with improvement
Grade inflation and teaching to the test.
Assessments may not adequately measure creativity, social responsibility, professionalism, and friendliness (characteristics often inversely correlated with subject matter achievement).
Education
SAT Scores
Still falling, why?
Simpsons Paradox: a relationship that appears in aggregated data disappears or reverses when broken into subgroups.
A greater proportion of lower-scoring, mostly lower-income groups, have been taking the SAT.
Graduation Rates
High school graduation rates have increased since the 1940s.
Spending Per Student
Real spending per pupil in the U.S. has more than doubled since the mid-70s
Current expenditures, interest payments, and capital outlays per student in fall enrollment in public elementary and secondary schools, by type of expenditure: Selected years, 2000–01 through 2014–15
Spending Per Student
National Center for Educational Statistics
Cross-Country Comparison of Spending Per Student
10
Student-Teacher Ratios
Cautions Against Quick Conclusions
Greater Spending, Less Results?
Non-instructional spending (e.g. janitors, secretaries, administration).
Instructional spending declined from 70% in 1960 to less than 50% by 2010.
Special education spending (13% of students qualified in 2011).
Smaller Classes, No Impact?
Special e ...
Hetty Dekkers, Roel Bosker & Geert Driessen (2000) ERE Complex Inequalities o...Driessen Research
Complex Inequalities of Educational Opportunities
A Large-Scale Longitudinal Study on the Relation
Between Gender, Social Class, Ethnicity and School Success
This document summarizes the educational journey of a student named Jordon Cole from pre-K through high school using longitudinal data from various sources. It shows how Jordon struggled at times but was able to get back on track through interventions and programs identified by leveraging the longitudinal data. The data provided a holistic view of Jordon's performance and helped teachers, counselors, and parents provide targeted support to address weaknesses and ensure he was prepared for college and career.
Other EOSY Break Activities (Numeracy and Literacy)_2023.pptxVICENTASANFELIPE
The document summarizes the literacy and numeracy activities of Aniog Elementary School during their end-of-school year break. It discusses that initially 50 out of 154 students were non-readers and non-numerates. After implementing instructional strategies during the break, 45 out of the 50 students, representing 90%, transitioned to higher categories in reading and math skills. The document outlines the activities conducted, including assessing students, orienting parents and stakeholders, and monitoring progress. It proposes future plans like reading and math interventions to continue improving proficiency.
Ms. Richardson's 3rd Grade Data Analysis of Student Improvement 2015Shaina Richardson
Ms. Richardson's 3rd grade class showed notable improvements in their benchmark scores from the 1st to 2nd trimester. In math, more students improved from below basic to basic or basic to proficient levels. This was attributed to supplementing the math curriculum with Engage NY materials. In ELA, more students improved from below basic to proficient or advanced levels after switching from Imagine It! to supplementing with Engage NY, which better teaches common core standards. Most students' reading levels also increased by 2-7 months according to STAR Reading assessments over this time period.
Unequal opportunities: Inequalities in secondary education in India, Vietnam ...Young Lives Oxford
Unequal opportunities: Inequalities in secondary education in India, Vietnam and Ethiopia presentation slides from Rhiannon Moore at TRG Poverty and Education Conference London 27-29 September 'Poverty and Education from the 19th Century to the Present: India and Comparative Perspectives'
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Educational inequality in secondary schools in three developing countries
Rhiannon Moore & Bridget Azubuike
CEID Launch Symposium
UCL Institute of Education, 15 June 2017
The Effect of 1:1 Technology on the Academic Achievement of
Students from Designated Low-Income Families
Victoria Scott
University of West Alabama
Running Head: IMPACT OF TECHNOLOGY ON EDUCATION
IMPACT OF TECHNOLOGY ON EDUCATION
This proposal was written as part of the graduate course ED 504, Techniques of Educational Research, under the guidance of Dr. Chris Moersch.
Abstract
This paper is based on a comprehensive program carried out on 6th grade pupils in a Title 1 elementary school located in Chicago, Illinois. The aim of the study was to assess the impact of one to one (1:1) technology on the performance levels of students from low-income backgrounds.
Chapter One
Introduction
School officials and educators have attempted different approaches to promote pupil participation and academic performance, including the implementation of instructional technologies. The U.S. Department of Education (2002) observes that the No Child Left Behind Act aims to eliminate the digital divide, hence enhancing the digital literacy of students by the time they complete eighth grade regardless of their age, socioeconomic status, geographic location, physical/mental impairment, or any other distinguishing demographic trait.
Technology is the functional tool that people make use of to improve the extent of their capabilities. Various technologies are not only used to improve individuals’ abilities to perform jobs, they are also increasingly utilized in classrooms worldwide where they enhance student interest and their performance. Although technology programs can take on many forms in schools, 1:1 programs, which provide one computer per student, are increasing in popularity and prevalence in schools in general and in middle grades in particular (Anderman and Sayers 2019). These researchers gained experience with the 1:1 programs working in various parts of the country where they had first-hand experience of the pros and cons of incorporating 1:1 programs within schools. The findings of this research have been the impetus for the increasing interest in 1:1 program as well as the high support for middle-school adoption of such programs.
Statement of the Research Problem
The hypothesis and core aim for this study is to determine whether 1:1 technology can impact academic achievement and participation of designated low-income students.
The use of 1:1 Technology alone is not enough to guarantee stellar academic performance and student participation. It is vital to ensure that teachers themselves employ the use of best teaching practices. Administrators and instructors of academic material are continuously seeking novel ideas to increase the adoption and use of technology within classrooms as this can greatly impact academic performance (Mallia and Gorg 2013). Some of the biggest challenges faced by schools, particularly those in minority and low-income communities, include low-class parti.
1. Explain with the use of a diagram what physical mechanism.docxjackiewalcutt
1. Explain with the use of a diagram what physical mechanism gives rise to the surface tension in a
liquid. Explain also which of the following two liquids has a higher surface tension and why: water
and hexane. Describe with the use of diagrams two proceedures to measure the surface tension of a
liquid together with the physical principles and equations involved. The surface tension at the
mercury/water interface has the high value of 415 mN m-1 compared to that of the water/air
interface of 73 mN m-1. What is the physical reason in molecular terms for the high value of the
mercury/water interfacial (surface) tension? One way to decrease this surface tension is to apply an
electrical potential to the mercury. Why does charging of the mercury surface cause its surface
tension in water to decrease? Can you explain another way to decrease the surface tension at the
mercury/water interface.
2. Derive expressions of (a) the work of adhesion (Dupre equation) between two immiscible
liquids and (b) the work of cohesion for a single liquid in terms of the surface tensions of the
respective liquids. What is the expression for the free energy (G) of the spreading of an insoluble
liquid on water expressed in terms of the surface tension values of the respective interfaces.
Define the Spreading Coefficient for the spreading of one imiscible liquid on another. What is the
condition for spreading of the Spreading Coefficient value? Express the Spreading Coefficient in
terms of the work of adhesion and the work of cohesion for two immiscible liquids.
3. What is a liposome? Draw the structure of a unilamellar liposome. Describe two applications
of liposomes? Describe one method for preparing unilamellar liposomes. Finally detail the forces
which hold the liposome together in its organised structure.
Course 608
After reading chapter 5, discuss the following areas (page 209):
1. social mobility
2. relationships between classes,
3. academic achievement and educational attainment
4. social stratification and patterns of inequality
5. the occupational structure
Example for my friend's discussion
First students
This chapter was very interesting. As educators, we encounter the relationship between social class and it's impact on education each day.
1. Social Mobility: Many argue that climing the social ladder is difficult. We are born into a specific social class. Marriage impacts social class - as does education.
2. The relationship between classes is highly intertwined. In order to move up, one must take on at least some characteristics of that upper class. Education is one of the most important aspects. Membership in a specific class is not 'fixed'. Society's structure and movement provides opportunities to move up...or down.
3. Research regarding academic achievement and educational attainment found that the impact of education on achievement could not be explained without consid ...
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
It is undeniable that lost instructional time related to the events of 2020 will impact students, the question is - how much? While the research regarding opportunity gaps for students is limited given the lack of available data and disparities in district responses, there is a substantial body of research related to “summer slide” - the inevitable learning loss students experience in the fall following a prolonged period away from direct, in-person instruction.
Covid 19 learning loss, A+ Colorado report Mary Willson
It is undeniable that lost instructional time related to the events of 2020 will impact students, the question is - how much? While the research regarding opportunity gaps for students is limited given the lack of available data and disparities in district responses, there is a substantial body of research related to “summer slide” - the inevitable learning loss students experience in the fall following a prolonged period away from direct, in-person instruction.
The document discusses strategies to improve high school math and reading skills. It finds that many students enter high school performing below grade level in these areas. To address this, it recommends aligning curriculum to state standards, using regular assessments to monitor progress, and providing remedial classes, tutoring, and technology tools for students struggling in math and reading. The goal is to better prepare all students for college and career readiness.
The document discusses the relationship between social class and school success. It finds that students from higher social classes tend to perform better in school than those from lower social classes. This is due to differences in home and family environments, as well as obstacles some students face in the classroom. While schools aim to equalize opportunity, research shows family background has a strong influence on achievement and many disadvantages are not overcome. The document examines factors like parental education, home resources, and teacher perceptions that can affect student performance.
This document provides contextual information about a 2nd grade classroom. It describes the school demographics, including that 21% of students qualify for subsidized lunch. The classroom has 19 students grouped into high, medium, and low tiers based on assessment data. Several students have IEPs or other special needs. Lessons are differentiated based on tiered groups. The school follows Common Core standards and a behavior management system to encourage positive behavior.
Dr. William Allan Kritsonis, Dissertation Chair for Elias Alex Torrez, Disser...William Kritsonis
This dissertation examines the impact of smaller learning communities (SLCs) on closing achievement gaps among student populations in Texas high schools. The study uses a quantitative method to compare student achievement, attendance, and completion rates between 21 career-themed SLC schools and 21 traditional high schools, as reported on the Academic Excellence Indicator System. Statistical analysis using ANOVA found no significant differences between SLC and traditional schools in English/reading or math achievement for ethnic and economically disadvantaged subgroups, or in overall attendance rates. The dissertation provides a review of literature supporting SLCs and the need to close achievement gaps.
Effects of jigsaw cooperative learning strategy on students’ achievement by g...Alexander Decker
This document discusses a study that examined the effects of using the Jigsaw cooperative learning strategy on gender differences in mathematics achievement among secondary school students in Kenya. Specifically, the study aimed to determine if gender affects achievement when Jigsaw is used to teach the mathematics topics of Surds and logarithms.
The study used a Solomon four-group, non-equivalent control group design and involved 160 students from four secondary schools. All students were administered a pre-test and post-test on the topics, with the experimental groups receiving instruction through Jigsaw and the control groups receiving conventional teaching methods. The results of the study showed that there was no statistically significant gender difference in mathematics achievement when students were taught using the Jigs
This study investigated differences in academic performance between students from rural and urban environments in Ondo State, Nigeria. 240 students from 6 randomly selected schools participated. Results from questionnaires and statistical analysis revealed no significant difference in academic performance between the two groups. While some research has found rural students perform worse, this study adds to other evidence that rural students can achieve as well as urban students, challenging the assumption that rural schools are inherently inferior. The study concludes that rural residence alone does not disadvantage students' academic performance.
This document summarizes key points from a presentation given by Andreas Schleicher, Head of the Indicators and Analysis Division at the OECD, about international comparisons of education systems. The summary includes:
1) Globalization and the knowledge economy have increased the importance of education for individuals and nations. International assessments like PISA show large variations in student performance and equity across countries.
2) High-performing education systems, like Finland's, achieve both high quality and equity through ambitious standards, quality teaching, and school autonomy balanced with accountability.
3) Policy levers that can improve education systems according to international evidence include focusing on student learning outcomes over inputs, quality teacher professional development, and intervention strategies tailored to school
This document provides student information and class plans for Katy Menne's spring 2016 semester internship. It includes:
- Demographic data on the student body at Ridgeview High School, which is a diverse population evenly split between male and female students.
- Breakdowns of the gender, race, learning styles and needs of each of Menne's six class periods, which include both AP US Government and Law Education II courses.
- An overview of Menne's instructional units, assessments and classroom management plans for the semester. Appendices provide additional data from student surveys.
The document aims to paint a well-rounded picture of Menne's classes and their students to help guide her teaching throughout
Education
BLS
2013
Education
Sources
National Assessment of Educational Progress (NAEP)
“Nation’s Report Card”
Census
Educational Attainment
Public School System Finances
Issues in Education
High School Completion
(# of graduates/# of students)
Who represents “graduates”? Equivalency exam? > 4 years? Modified study?
Who represents “students”? Those that started HS 4 years prior? Size of senior class?
What is the study for? Diploma count? Workforce qualification? School performance?
Beginning 2010/11 school year, No Child Left Behind legislation improved consistency across states by requiring graduation rates be reported as: (# of students who graduate in four years with a HS diploma/ # of students who entered school 4 years prior).
Graduation Rates
High school graduation rates have increased since the 1960 across all races.
Cross-Country Comparison Math Scores
The mathematics achievement scores of eighth grade American students lag behind those of many other countries.
Canada
Australia
Germany
South Korea
Belgium
Poland
Average 8th Grade Mathematics Achievement Score: 2009
Ireland
Netherlands
U.K.
Japan
529
527
520
538
507
508
U.S.
502
508
522
514
539
Hungary
503
4
Subject Matter Proficiency
National Assessment of Student Progress (NAEP)
Assessing Progress
U.S. has not been in the top scoring countries on any major assessment since the early 1990s
However:
The U.S. has diverse student body each with unique challenges.
U.S. students typically progress to higher levels of education, skewing average scores down.
Concerns with improvement
Grade inflation and teaching to the test.
Assessments may not adequately measure creativity, social responsibility, professionalism, and friendliness (characteristics often inversely correlated with subject matter achievement).
Education
SAT Scores
Still falling, why?
Simpsons Paradox: a relationship that appears in aggregated data disappears or reverses when broken into subgroups.
A greater proportion of lower-scoring, mostly lower-income groups, have been taking the SAT.
Graduation Rates
High school graduation rates have increased since the 1940s.
Spending Per Student
Real spending per pupil in the U.S. has more than doubled since the mid-70s
Current expenditures, interest payments, and capital outlays per student in fall enrollment in public elementary and secondary schools, by type of expenditure: Selected years, 2000–01 through 2014–15
Spending Per Student
National Center for Educational Statistics
Cross-Country Comparison of Spending Per Student
10
Student-Teacher Ratios
Cautions Against Quick Conclusions
Greater Spending, Less Results?
Non-instructional spending (e.g. janitors, secretaries, administration).
Instructional spending declined from 70% in 1960 to less than 50% by 2010.
Special education spending (13% of students qualified in 2011).
Smaller Classes, No Impact?
Special e ...
Hetty Dekkers, Roel Bosker & Geert Driessen (2000) ERE Complex Inequalities o...Driessen Research
Complex Inequalities of Educational Opportunities
A Large-Scale Longitudinal Study on the Relation
Between Gender, Social Class, Ethnicity and School Success
This document summarizes the educational journey of a student named Jordon Cole from pre-K through high school using longitudinal data from various sources. It shows how Jordon struggled at times but was able to get back on track through interventions and programs identified by leveraging the longitudinal data. The data provided a holistic view of Jordon's performance and helped teachers, counselors, and parents provide targeted support to address weaknesses and ensure he was prepared for college and career.
Other EOSY Break Activities (Numeracy and Literacy)_2023.pptxVICENTASANFELIPE
The document summarizes the literacy and numeracy activities of Aniog Elementary School during their end-of-school year break. It discusses that initially 50 out of 154 students were non-readers and non-numerates. After implementing instructional strategies during the break, 45 out of the 50 students, representing 90%, transitioned to higher categories in reading and math skills. The document outlines the activities conducted, including assessing students, orienting parents and stakeholders, and monitoring progress. It proposes future plans like reading and math interventions to continue improving proficiency.
Ms. Richardson's 3rd Grade Data Analysis of Student Improvement 2015Shaina Richardson
Ms. Richardson's 3rd grade class showed notable improvements in their benchmark scores from the 1st to 2nd trimester. In math, more students improved from below basic to basic or basic to proficient levels. This was attributed to supplementing the math curriculum with Engage NY materials. In ELA, more students improved from below basic to proficient or advanced levels after switching from Imagine It! to supplementing with Engage NY, which better teaches common core standards. Most students' reading levels also increased by 2-7 months according to STAR Reading assessments over this time period.
Unequal opportunities: Inequalities in secondary education in India, Vietnam ...Young Lives Oxford
Unequal opportunities: Inequalities in secondary education in India, Vietnam and Ethiopia presentation slides from Rhiannon Moore at TRG Poverty and Education Conference London 27-29 September 'Poverty and Education from the 19th Century to the Present: India and Comparative Perspectives'
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Educational inequality in secondary schools in three developing countries
Rhiannon Moore & Bridget Azubuike
CEID Launch Symposium
UCL Institute of Education, 15 June 2017
The Effect of 1:1 Technology on the Academic Achievement of
Students from Designated Low-Income Families
Victoria Scott
University of West Alabama
Running Head: IMPACT OF TECHNOLOGY ON EDUCATION
IMPACT OF TECHNOLOGY ON EDUCATION
This proposal was written as part of the graduate course ED 504, Techniques of Educational Research, under the guidance of Dr. Chris Moersch.
Abstract
This paper is based on a comprehensive program carried out on 6th grade pupils in a Title 1 elementary school located in Chicago, Illinois. The aim of the study was to assess the impact of one to one (1:1) technology on the performance levels of students from low-income backgrounds.
Chapter One
Introduction
School officials and educators have attempted different approaches to promote pupil participation and academic performance, including the implementation of instructional technologies. The U.S. Department of Education (2002) observes that the No Child Left Behind Act aims to eliminate the digital divide, hence enhancing the digital literacy of students by the time they complete eighth grade regardless of their age, socioeconomic status, geographic location, physical/mental impairment, or any other distinguishing demographic trait.
Technology is the functional tool that people make use of to improve the extent of their capabilities. Various technologies are not only used to improve individuals’ abilities to perform jobs, they are also increasingly utilized in classrooms worldwide where they enhance student interest and their performance. Although technology programs can take on many forms in schools, 1:1 programs, which provide one computer per student, are increasing in popularity and prevalence in schools in general and in middle grades in particular (Anderman and Sayers 2019). These researchers gained experience with the 1:1 programs working in various parts of the country where they had first-hand experience of the pros and cons of incorporating 1:1 programs within schools. The findings of this research have been the impetus for the increasing interest in 1:1 program as well as the high support for middle-school adoption of such programs.
Statement of the Research Problem
The hypothesis and core aim for this study is to determine whether 1:1 technology can impact academic achievement and participation of designated low-income students.
The use of 1:1 Technology alone is not enough to guarantee stellar academic performance and student participation. It is vital to ensure that teachers themselves employ the use of best teaching practices. Administrators and instructors of academic material are continuously seeking novel ideas to increase the adoption and use of technology within classrooms as this can greatly impact academic performance (Mallia and Gorg 2013). Some of the biggest challenges faced by schools, particularly those in minority and low-income communities, include low-class parti.
1. Explain with the use of a diagram what physical mechanism.docxjackiewalcutt
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Course 608
After reading chapter 5, discuss the following areas (page 209):
1. social mobility
2. relationships between classes,
3. academic achievement and educational attainment
4. social stratification and patterns of inequality
5. the occupational structure
Example for my friend's discussion
First students
This chapter was very interesting. As educators, we encounter the relationship between social class and it's impact on education each day.
1. Social Mobility: Many argue that climing the social ladder is difficult. We are born into a specific social class. Marriage impacts social class - as does education.
2. The relationship between classes is highly intertwined. In order to move up, one must take on at least some characteristics of that upper class. Education is one of the most important aspects. Membership in a specific class is not 'fixed'. Society's structure and movement provides opportunities to move up...or down.
3. Research regarding academic achievement and educational attainment found that the impact of education on achievement could not be explained without consid ...
Similar to Branford's Achievement Gap: A Concern? (20)
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Branford's Achievement Gap: A Concern?
1. Worst in Nation "In Connecticut fourth and eighth grade, low-
income students are on average roughly three grade levels behind non-low-
income students in reading and math," said Yvette Melendez, Commission
on Educational Achievement. “The gap in Connecticut's low-income and
non-low-income students is 34 points, the largest of the 50 states …,"
explained Dudley Williams, Commission on Educational Achievement.
(http://www.wtnh.com/dpp/news/education/hartford-achievement-gap)
Statements like that don’t make me happy, but they do make me think.
Are they true? And, if so, what can we do about it? Is it specific to certain
demographics or prevalent throughout our state? Should a shoreline upper-
scale community like Branford be concerned?
I have completed several studies that refer to the achievement gap in
Branford. (For more complete reports about the 2 studies of grade level and
cohort groups go here and here or go to http://www.slideshare.net/ and
search users for tsalvin13).
The table below shows Branford’s longest running cohort (non-
matched) achievement gap for the 4th Generation Connecticut Mastery Test
(Free/Reduced lunch program vs. Non Free/Reduced lunch program scale
score differences for 2006-2011) for Math and Reading.
Achievement Gap (difference scores: non-low-income students minus low-
income students for Math and Reading CMT Scale Scores). Cohort (same
kids over time, but transfers may make the groups differ slightly).
Achievement Gap in Branford
Year 2006 2007 2008 2009 2010 2011
Grade 3 4 5 6 7 8
Math
Gap 23 36.1 35.3 31.6 28.3 30.7
Read
Gap 23.8 37.2 39 47.4 38.2 35.1
Evidently we should be concerned. The gap is real and prevalent.
Our low socioeconomic kids sometimes have gaps as large as or larger than
Connecticut’s average. The question becomes: What can we do about it?
2. A sociologist, Karl Alexander, from Johns Hopkins University studied
650 students in the Baltimore Public Schools from 1st through 5th grade by
tracking their scores in reading (Karl L. Alexander; Doris R. Entwisle, 2003,
“The Beginning School Study, 1982-2002"). The instrument, the California
Achievement Test, was administered in June of each year. The first table
shows results of end of year (June) CAT for each grade level.
End of School Year Achievement Test Scores by Socioeconomic Level
(June-Baltimore)
3rd 5th
SocEcoClass 1st Grade 2nd Grade 4th Grade
Grade Grade
Low 329 375 397 433 461
Middle 348 388 425 467 497
High 361 418 460 506 534
Look at the scores of the first grade students in June of the year and
you will see that the low socioeconomic group scored lower than the middle
and high socioeconomic groups. For various reasons this could be expected.
The gap grows through the five grades. The achievement gap being due to
poor teachers and poor schools would be a likely conclusion.
The unique and very telling occurrence that allows a secondary
analysis was the test was given twice a year—at the beginning and end of
the school year. Gains during the school year were measured and shown in
the chart below.
Gains During the School Year by Socioeconomic Level (September to
June-Baltimore)
st 2nd 3rd
SocEcoClass 1 Grade 4th Grade 5th Grade
Grade Grade
Low 55 46 30 33 25
Middle 69 43 34 41 27
High 60 39 34 28 23
This table shows the gains of each socioeconomic group September to
June school year first through fifth grades. These numbers indicate the
achievement gains made by each group during the school year.
3. If you take a cumulative total of the gains during the school year by
socioeconomic groups, you will see that the Low Group gained 189 points
during their time in school besting the High Group gain of 184 points.
Looking at the first chart for end of year scores could easily result in the
suggestion that “schools are failing our low socioeconomic kids.” While
looking at the second table shows us that schools are providing better gains
for low socioeconomic kids than high socioeconomic kids. Why the
paradox?
Due to the advent of a pretest and posttest scenario, achievement can
be calculated due to the summer break. These difference scores from the
end of previous grade (June) to the beginning of next grade (September) are
shown below. The results show what effect the summer break had on the
students’ achievement.
Effect of the Summer Break on Student Achievement by Socioeconomic
Level (June to September-Baltimore)
SocEcoClas
1st-2nd 2nd -3rd 3rd-4th 4th-5th Total
s
Low -3.67 -1.70 2.74 2.89 .26
Middle -3.11 4.18 3.68 2.34 7.09
High 15.38 9.22 14.51 13.38 52.49
This table is crucial for the explanation of the conundrum of how a
school system can be successful with groups of kids while simultaneously
failing the same groups of kids. By providing learning opportunities during
the school year to kids, schools are successful, by not providing learning
opportunities during the rest of the year—particularly the summer break,
schools are failing. And the failure is registering vividly in the reported
achievement gap leveled by socioeconomics, ethnicity, English as a second
language, and other categories.
The solution is to provide reading and math instruction for several
weeks during the summer. Not “remedial” light duty
phonics/comprehension and basic math facts practice morphed from several
lower grades but contiguous rigorous instruction. “These summer school
programs typically differ significantly from the regular school program in
terms of curriculum, goals, and rigor.”
(http://en.wikipedia.org/wiki/Summer_learning_loss)
4. Students exit school around the second week of June. Let them
vacation until a week after the Fourth of July celebrations. Beginning on or
about the tenth of July, open schools to all until the second week of August.
To provide incentive and means for the gap kids (low-income), grant money
should be sought. Regular income kids would be required to pay. Volunteer
teachers working with college students who intend to become teachers could
be an additional resource that should be explored. (This is not out of the
question. A few years ago I wanted to volunteer to help begin a summer
reading and math program primarily aimed at kids who needed the extra
instruction. I talked to a few colleagues and 2 administrators. Besides
myself, I found 2 teachers who were interested, and both administrators
thought it a real possibility.)
If the math and reading instructional content was “from the regular
program…curriculum, goals…” and directed toward identified achievement
gap students (the needy ones), but offered to all, the effect might be dramatic
while cost effective. Using data-driven common sense and needed
incentives, our schools could become summer community learning centers
for anyone interested, with special emphasis on low-economic students and
equal opportunity education for others. The achievement gap might become
a thing of the past, and summer break would still be a satisfying 5-week
holiday.