Comparisons of Student Growth by District Performance and Poverty. ACT Research Report Series 2017-8

Autor/inn/en	Dougherty, Chrys; Shaw, Teresa
Institution	ACT, Inc.
Titel	Comparisons of Student Growth by District Performance and Poverty. ACT Research Report Series 2017-8
Quelle	(2017), (78 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Poverty; Value Added Models; School Districts; Instructional Program Divisions; Demography; Scores; Statistical Analysis; Academic Achievement; Socioeconomic Influences; College Readiness; Career Readiness; Benchmarking; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9; Grade 10; Grade 11; Grade 12; Reading Achievement; Science Achievement; Mathematics Achievement; Standardized Tests; State Standards; Arkansas + Suchen Sie Ihr Suchwort? Armut; School district; Schulbezirk; Demografie; Statistische Analyse; Schulleistung; Sozioökonomischer Faktor; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Standadised tests; Standardisierter Test
Abstract	This report looks at student growth in Arkansas school districts disaggregated by district poverty and by the district's value-added performance relative to other districts. We estimated district value-added performance statistics by subject and grade level (8 and 11-12) for longitudinal student cohorts, using statistical models that adjusted for district demographics, the percentage of students in the analysis, and prior student scores. We found that differences in these value-added statistics across districts at each poverty level were large enough to be of practical importance to educators and policymakers. In addition to value-added statistics, we also calculated unadjusted descriptive statistics related to changes in student achievement over time--such the percentage of students at a given achievement level in an earlier year who reached the On-Track level in the current year--for districts classified as above or below average based on the value-added statistics. At all poverty levels, we found substantial differences in these statistics between districts identified as above and below average in the models. However, even in above-average districts, the great majority of Off-Track students were not reaching On-Track benchmarks for college and career readiness in English, mathematics, reading, and science. No group of high-poverty districts was able to catch up at least a third of their Off-Track students or more than 11% of their Far-Off-Track students in any subject. This is reason to pay increased attention to promising but sometimes underemphasized long-term strategies for improving student outcomes. (As Provided).
Anmerkungen	ACT, Inc. 500 ACT Drive, P.O. Box 168, Iowa City, IA 52243-0168. Tel: 319-337-1270; Web site: http://www.act.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01