Striving for Excellence: A Report on Stanford Achievement Test Results in the Great City Schools.

Sonst. Personen	Eisner, Caroline (Hrsg.)
Institution	Council of the Great City Schools, Washington, DC.
Titel	Striving for Excellence: A Report on Stanford Achievement Test Results in the Great City Schools.
Quelle	(2001), (60 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Quantitative Daten; Academic Achievement; Black Students; Elementary Secondary Education; Hispanic American Students; Poverty; Racial Differences; Sex Differences; Standardized Tests; Student Evaluation; Test Bias; Urban Schools; Stanford Achievement Tests + Suchen Sie Ihr Suchwort? Schulleistung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Armut; Rassenunterschied; Sex difference; Geschlechtsunterschied; Standadised tests; Standardisierter Test; Schulnote; Studentische Bewertung; Testkritik; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	This report examines urban student achievement using the SAT-9, the most commonly used standardized assessment among the major cities. The study, conducted in collaboration with the test's creator, Harcourt Educational Measurement, highlights student achievement in Great City Schools (GCS) and describes how urban students perform on traditional standardized tests. It provides a way for urban school districts to compare outcomes and is the first step of a longitudinal analysis of urban student progress. It examines the achievement of 760,000 urban test-takers in grades 2-11 on reading, language, mathematics, problem solving, and science subtests. SAT-9 data are disaggregated by race/ethnicity, gender, and poverty. Test-takers in this sample are very different from test-takers nationally. Six out of ten test-takers were African American or Hispanic in the GCS while in the national sample, six out of ten were White. Furthermore, two-thirds eligible for free lunch in the GCS sample, in contract to one-third nationally. Overall, GCS mean normal curve equivalents (NCEs) were well within the average range. White GCS test-takers outperformed all other urban test-takers and scored higher than the national NCE mean (indicating that urban schools educate students to take the high standards in some circumstances). The achievement gap by race was no worse in the GCS than it was nationally. There was no evidence to support the theory that academic achievement gets worse the longer students remain in school. Achievement gaps between White and non-White urban test-takers were significant. The greater the concentration of poverty in the school district, the lower the student achievement. Document contains 4 tables and 28 figures. Appendices include the following: (1) performance levels for GCS and the Nation. Grades 2-11; (2) Normal Curve Equivalents; (3) Performance Levels; and (4) CGCS Districts tested. (SM)
Anmerkungen	Council of the Great City Schools, 1301 Pennsylvania Avenue, NW, Suite 702, Washington, DC 20004 ($10). Tel: 202-393-2427; Fax: 202-393-2400; Web site: http://www.cgcs.org. For full text: http://www.cgcs.org/reports/home/stanford_9.htm.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC