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ERIC Number: ED476160
Record Type: Non-Journal
Publication Date: 2003-Mar
Pages: 25
Abstractor: N/A
Reference Count: N/A
Unbraiding the Rhetoric about Student Achievement and Teacher Quality in Georgia.
Livingston, Donald R.; Livingston, Sharon
This study analyzed data from statewide criterion referenced competency tests (CRCTs), used to determine whether a child is retained in grade, investigating whether trends and differences in scores across Georgia for students from similar family backgrounds could be linked to failing this test twice in elementary school. The study explored whether there would be discernible differences in student achievement if children were highly segregated by race, also noting the impact of parents' education, income, poverty, and unwed mother status. Researchers compared data on students' achievement scores in reading, language arts, and mathematics from the 1999-00 fourth grade CRCT with data from the 2001-02 sixth grade CRCT taken by the same cohort groups. Results indicated that many of the same students failed the CRCT in fourth and sixth grade, and as family income went up, failure went down. The socioeconomic correlation to test scores suggests that many poor children, largely African Americans who live in households with unwed mothers, are the ones most at risk for failing twice in elementary school. Results from other research suggest that offering students small classes with smarter teachers who have high levels of motivation and talent have large effects on student achievement. (Contains 36 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia