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ERIC Number: EJ718119
Record Type: Journal
Publication Date: 2005
Pages: 11
Abstractor: ERIC
Reference Count: 23
ISBN: N/A
ISSN: ISSN-0196-5042
Strategies for Closing the Gap: Predicting Student Performance in Economically Disadvantaged Schools
Tajalli, Hassan; Opheim, Cynthia
Educational Research Quarterly, v28 n4 p44-54 2005
This study, assumes the significance of socioeconomic status (SES) or input factors in explaining achievement, and considers the impact of other "process" variables, that is, factors over which schools have some control. Using the Texas Academic Excellence Indicator System (AEIS) data, it examines these variables to determine the elements that can impact success or failure of public school campuses. The measure of performance is the standardized test given in 2001 to students in Texas public schools, the Texas Assessment of Academic Skills (TAAS). Study is focused on Texas schools that are predominantly populated by students who come from economically disadvantaged backgrounds. From this pool of poor school campuses, two groups of very "high-performing" and very "poor-performing" school campuses were selected. The central question of this study is to discover what factors contribute to the success of some and failure of other schools. It does not acknowledge that factors that affect student achievement at the primary school level may not necessarily increase performance at the secondary level. Thus this study compares primary and secondary schools. This study addresses an important niche for educators in economically disadvantaged schools that are facing greater pressure to improve performance on standardized tests and to reduce the gap between poorer students and those from more affluent backgrounds. Further studies are crucial if reformers are going to influence the debate about the use of resources in an educational system with even greater pressures for accountability.
Behavioral Research Press, LLC, Grambling State University, Math Department, P.O. Box 1191, Grambling, LA 71245. Tel: 318-274-2425.
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: Students
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Identifiers - Assessments and Surveys: Academic Excellence Indicator System; Texas Assessment of Academic Skills
IES Cited: ED498360