Evaluating the Relationships between Poverty and School Performance. NWEA Research

Autor/in	Hegedus, Andy
Institution	NWEA
Titel	Evaluating the Relationships between Poverty and School Performance. NWEA Research
Quelle	(2018), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Poverty; School Effectiveness; Academic Achievement; Educational Policy; At Risk Students; School Community Relationship; School Demography; Public Schools; Achievement Tests; Elementary Secondary Education; Educational Legislation; Federal Legislation; Reading Achievement; Mathematics Achievement; Achievement Gains; Student Characteristics; Low Income Students; Correlation; Statistical Bias; Accountability; Measures of Academic Progress + Suchen Sie Ihr Suchwort? Armut; Schuleffizienz; Schulleistung; Politics of education; Bildungspolitik; Schulbesuchsrate; Public school; Öffentliche Schule; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Bildungsrecht; Schulgesetz; Bundesrecht; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement gain; Leistungssteigerung; Korrelation; Verantwortung
Abstract	This study examined the relationships between poverty and a school's academic performance (both student achievement and growth). Educators, advocates, and policymakers can use these data to shape how people look at the performance of schools in their communities and to inform education policy (e.g., the effect of evaluating schools based on achievement vs. growth). The results suggest that the use of achievement measures when evaluating school performance in federal education policy and use of achievement by states biases the evaluation against schools who serve vulnerable populations with potentially adverse impacts on students most historically marginalized. Instead, schools and educators serving students living in poverty, experiencing trauma, and facing the greatest educational and economic barriers need to be recognized and supported when doing good work rather than doubly punished. This study also argues that a more accurate picture of what schools are contributing academically is needed for all communities. (ERIC).
Anmerkungen	NWEA. 121 NW Everett Street, Portland, OR 97209. Tel: 503-624-1951; Fax: 503-639-7873; Web site: http://nwea.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01