ERIC Number: ED459266
Record Type: Non-Journal
Publication Date: 2001
Reference Count: N/A
State Summary of Vermont. Ed Watch Online.
Education Trust, Washington, DC.
This report provides data on the academic achievement gap that separates low-income and minority students from other students, examining how well different groups of students perform in Vermont and noting inequities in teacher quality, course offerings, and funding. Included are tables and data that provide: a frontier gap analysis (a comparison of Vermont to the leaders in achievement and gap closing); student profile (the demographic distribution of youth in Vermont); state performance (academic achievement and educational attainment); opportunity (well prepared teachers, challenging curricula, special student placements, effective instruction, and annual per pupil investments); minority achievement gains, state by state; and analysis of minority-white achievement gaps by subject area and grade level. Student achievement data are based on the National Assessment of Educational Progress (NAEP). Because Vermont did not participate in any of the NAEP tests given in 1998, it is impossible to provide a complete profile of student achievement in Vermont. According to 1996 data, Hispanic 8th graders in Vermont score more than 2 years behind white 8th graders in science. Eighth graders from low-income families in Vermont score about 1 year behind non-poor 8th graders in the state in math and science. (Contains 24 references.) (SM)
Descriptors: Academic Achievement, Black Students, Curriculum, Educational Attainment, Educational Finance, Elementary Secondary Education, Equal Education, Hispanic American Students, Mathematics Achievement, Minority Group Children, Poverty, Racial Differences, Reading Achievement, Science Achievement, Special Needs Students, Tables (Data), Teacher Effectiveness, Teaching Skills, White Students
The Education Trust, 1725 K Street, NW, Suite 200, Washington, DC 20006. Tel: 202-293-1217; Fax: 202-293-2605. For full text: http://126.96.36.199/dc/edtrust/edstart.cfm.
Publication Type: Numerical/Quantitative Data
Education Level: N/A
Sponsor: Carnegie Corp. of New York, NY.
Authoring Institution: Education Trust, Washington, DC.
Identifiers - Location: Vermont
Identifiers - Assessments and Surveys: National Assessment of Educational Progress