NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED553414
Record Type: Non-Journal
Publication Date: 2014-Nov
Pages: 46
Abstractor: As Provided
Reference Count: 11
ISBN: N/A
ISSN: N/A
A Closer Look at the Student Achievement Trends in the District of Columbia between 2006-07 and 2012-13. CALDER Working Paper No. 119
Özek, Umut
National Center for Analysis of Longitudinal Data in Education Research (CALDER)
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.
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
Publication Type: Reports - Evaluative
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools; Grade 6; Grade 7; Junior High Schools; Secondary Education; Grade 8; Grade 10; High Schools
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research
Identifiers - Location: District of Columbia
IES Funded: Yes
Grant or Contract Numbers: R305C120008