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Showing 1 to 15 of 107 results Save | Export
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Springer, Matthew G.; Pepper, Matthew J.; Ghosh-Dastidar, Bonnie – Journal of Education Finance, 2014
This study examines the effect of supplemental education services (SES) on student test score gains and whether particular subgroups of students benefit more from NCLB tutoring services. Our sample includes information on students enrolled in third through eighth grades nested in 121 elementary and middle schools over a five-year period comprising…
Descriptors: Supplementary Education, Scores, Achievement Gains, Tutoring
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Winn, Maisha T.; Behizadeh, Nadia – Review of Research in Education, 2011
In this article, the authors provide a selective review of both research and policy represented in part by two concepts that have been discussed in educational research--the "right to learn" and the notion of "literacy as a civil right" and how these issues of access and equity are undermined by the school-to-prison pipeline.…
Descriptors: Civil Rights, Educational Research, Correctional Institutions, Literacy
Kober, Nancy; Chudowsky, Naomi; Chudowsky, Victor – Center on Education Policy, 2010
After eight years of implementing the federal No Child Left Behind Act (NCLB) and other school reforms, how much progress have states, school districts, and schools made in raising achievement for students from all backgrounds and closing achievement gaps based on race, ethnicity, income, and gender? To help answer this question, the Center on…
Descriptors: Income, Federal Legislation, American Indians, Academic Achievement
Center on Education Policy, 2010
In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), California students made gains across the board in reading at the basic, proficient, and advanced levels for racial/ethnic subgroups, low income students, and boys and girls. In math, there were some declines at the basic achievement level. In terms of…
Descriptors: Achievement Gap, Achievement Gains, Reading Achievement, Mathematics Achievement
Center on Education Policy, 2010
In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Arizona students showed mostly gains in reading at the basic, proficient, and advanced levels for racial/ethnic subgroups, low income students, and boys and girls. In math, there were gains at all three achievement levels in grade 8 for these subgroups.…
Descriptors: Achievement Gap, Achievement Gains, Reading Achievement, Mathematics Achievement
Center on Education Policy, 2010
In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Arkansas showed across-the-board gains--improvements in reading and math at the basic, proficient and advanced levels for all racial/ethnic subgroups, low income students, and boys and girls. The gains were quite large in most instances, especially at the…
Descriptors: Achievement Gap, Achievement Gains, Reading Achievement, Mathematics Achievement
Center on Education Policy, 2010
Alaska showed improvement in reading and math in grade 8 at the proficient level for almost all racial/ethnic subgroups, low income students, and boys and girls (subgroup trends were not available at the basic or advanced levels). Most student subgroups had upward trends in percentages proficient, with a few exceptions. Gains in math tended to be…
Descriptors: Achievement Gap, Achievement Gains, Reading Achievement, Mathematics Achievement
Center on Education Policy, 2010
In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Colorado students showed gains in reading at the proficient level for racial/ethnic subgroups, low income students, and boys and girls. There were slight declines or flat trends for almost all subgroups at the advanced level in reading. In math, gains were…
Descriptors: Achievement Gap, Achievement Gains, Reading Achievement, Mathematics Achievement
Center on Education Policy, 2010
In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Connecticut students showed gains across the board in math--at the basic, proficient, and advanced levels for racial/ethnic subgroups, low income students, and boys and girls. In reading, there were gains at the basic and proficient levels, but a slight…
Descriptors: Achievement Gap, Achievement Gains, Reading Achievement, Mathematics Achievement
Center on Education Policy, 2010
In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Delaware students showed consistent gains in math at the basic, proficient, and advanced levels for racial/ethnic subgroups, low income students, and boys and girls. There were mixed results in reading. Achievement gaps narrowed in both reading and math in…
Descriptors: Achievement Gap, Achievement Gains, Reading Achievement, Mathematics Achievement
Center on Education Policy, 2010
The District's demographics are such that achievement trends could only be determined for African American, male and female, and low income subgroups. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Washington, DC students showed gains in both reading and math at the basic, proficient, and advanced levels…
Descriptors: Achievement Gap, Achievement Gains, Reading Achievement, Mathematics Achievement
Center on Education Policy, 2010
In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Florida students showed gains almost across the board in both reading and math at the basic, proficient, and advanced levels for racial/ethnic subgroups, low income students, and boys and girls. Progress has been made in narrowing achievement gaps in both…
Descriptors: Achievement Gap, Achievement Gains, Reading Achievement, Mathematics Achievement
Center on Education Policy, 2010
Georgia has made some changes in its testing program in recent years. As a result, trend data were only available for reading in grades 4 and 8 from 2006 through 2009, and only at the proficient and advanced levels. In math, data were only available for the high school level from 2004 through 2009. Achievement data for low income students were…
Descriptors: Achievement Gap, Achievement Gains, Reading Achievement, Mathematics Achievement
Center on Education Policy, 2010
This paper profiles the student subgroup achievement and gap trends in Indiana for 2010. Indiana made changes to its state testing program in 2009, so comparisons to earlier years could not be made for the sake of discerning trends in student achievement. Data on student achievement from earlier years are presented. (Contains 9 tables.) [For the…
Descriptors: Achievement Gap, Achievement Gains, Reading Achievement, Mathematics Achievement
Center on Education Policy, 2010
This paper profiles the student subgroup achievement and gap trends in Oklahoma for 2010. Oklahoma made progress in narrowing achievement gaps for most major subgroups on the End-of-Instruction (EOI) test in Algebra I. Trends in achievement gaps could not be determined for other grades in math, or for any grades in reading, because the state…
Descriptors: Achievement Gap, Achievement Gains, Reading Achievement, Mathematics Achievement
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