Beating the Odds: A City-by-City Analysis of Student Performance and Achievement Gaps on State Assessments.

Autor/in	Casserly, Michael
Institution	Council of the Great City Schools, Washington, DC.
Titel	Beating the Odds: A City-by-City Analysis of Student Performance and Achievement Gaps on State Assessments.
Quelle	(2001), (243 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Quantitative Daten; Academic Achievement; Black Students; Elementary Secondary Education; Hispanic American Students; Inner City; Limited English Speaking; Mathematics Achievement; Minority Group Children; Poverty; Racial Differences; Reading Achievement; Standardized Tests; State Standards; Urban Schools; White Students + Suchen Sie Ihr Suchwort? Schulleistung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Armut; Rassenunterschied; Leseleistung; Standadised tests; Standardisierter Test; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	This report examines how inner-city schools are performing on the academic goals and standards set by the states. Researchers investigated student achievement in math and reading and measured achievement gaps between cities and states, African Americans and Whites, and Hispanics and Whites. The report focuses on whether urban schools have made progress with recent reforms and which districts have made the most progress. It presents district-by-district achievement data on 55 city school systems in reading and math, by grade and by race/ethnicity. Overall, urban schools enroll students who are 50 percent more likely to be poor and three times as likely to be learning English. They enroll about 30 percent of all minority students and 14 percent of all students nationwide. Average per-pupil spending in urban schools has slipped to a few dollars below the national average. Urban schools have made meaningful gains in math scores. Gains in reading are evident, though they are not as clear or as consistent. Gaps in both reading and mathematics achievement in urban schools may be narrowing. Urban school mathematics and reading achievement remain below the national average. Data sources and formulas used for computations are attached. (SM)
Anmerkungen	Council of the Great City Schools, 1301 Pennsylvania Avenue, NW, Suite 702, Washington, DC 20004 ($20). Tel: 202-393-2427; Fax: 202-393-2400; Web site: http://www.cgcs.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC