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Winters, Marcus; Greene, Jay P.; Ritter, Gary; Marsh, Ryan – National Center on Performance Incentives, 2008
This paper examines evidence from a performance-pay program implemented in five Little Rock, Arkansas elementary schools between 2004 and 2007. Using a differences-in-differences approach, the evidence shows that students whose teachers were eligible for performance pay made substantially larger test score gains in math, reading, and language than…
Descriptors: Elementary Education, Academic Achievement, Scores, Teacher Salaries
Bryk, Anthony S.; Thum, Yeow Meng; Easton, John Q.; Luppescu, Stuart – 1998
Aspirations for the Chicago School Reform Act of 1988 and more recent accountability efforts for the central office indicate that the Chicago Public School (CPS) system needs a credible system for charting academic improvement. The annual systemwide reports of student test scores are crude and sometimes seriously biased indicators for making…
Descriptors: Academic Achievement, Accountability, Achievement Gains, Educational Change
Tompkins, John F. – 1983
The Des Moines (Iowa) Independent Community School District Chapter I Mathematics Program served 1,110 students in grades 2-8. Chapter I Math students in grades two through six achieved gains on the Iowa Tests of Basic Skills from pre to posttesting. Scores on these tests are reported using a metric known as the Normal Curve Equivalent (NCE). The…
Descriptors: Achievement Gains, Attitude Measures, Budgets, Compensatory Education
Bennett, Albert; Easton, John Q. – 1988
The scores on the Iowa Tests of Basic Skills taken by 179 Black and Hispanic students who voluntarily transferred from predominantly minority schools to desegregated schools were examined. They reveal that a desegregated education obtained through voluntary transfer has no significant effect on the reading and mathematics achievement levels of…
Descriptors: Academic Achievement, Black Students, Desegregation Effects, Elementary Education
Peer reviewed Peer reviewed
Romberg, Thomas A.; Wilson, Linda D. – Arithmetic Teacher, 1992
Examined 6 widely used grade-8 standardized tests for content, required processes, and level to determine their alignment with the 5-8 NCTM "Curriculum and Evaluation Standards." Concluded that these tests inadequately covered the 5-8 standards. A follow-up study examined items from newly developed and foreign tests to demonstrate the…
Descriptors: Achievement Tests, Educational Change, Elementary Education, Mathematics Achievement
Webster, William J.; Chadbourn, Russell A. – 1989
Project Special Elementary Education for the Disadvantaged (SEED) is a nationwide program in which professional mathematicians and scientists from universities and research corporations teach conceptually oriented mathematics to full-sized classes of disadvantaged elementary school students as a supplement to their regular mathematics instruction.…
Descriptors: Achievement Gains, Control Groups, Disadvantaged Youth, Elementary Education
Webster, William J.; Chadbourn, Russell A. – 1990
Project Special Elementary Education for the Disadvantaged (Project SEED) is a nationwide program in which mathematicians and scientists from academia and industry teach abstract, conceptually oriented mathematics to full-sized classes of elementary school students as a supplement to their regular arithmetic classes. A Socratic group-discovery…
Descriptors: Achievement Gains, Control Groups, Disadvantaged Youth, Elementary Education
Webster, William J.; Chadbourn, Russell A. – 1992
Project Special Elementary Education for the Disadvantaged (SEED) is a national program in which professional mathematicians and scientists from universities and industry teach abstract, conceptually oriented mathematics to full-sized classes of elementary school children as a supplement to their regular mathematics instruction. In the Dallas…
Descriptors: Achievement Gains, Control Groups, Disadvantaged Youth, Elementary Education