Test Score Growth among Chicago Public School Students, 2009-2014

Autor/inn/en	Reardon, Sean F.; Hinze-Pifer, Rebecca
Institution	Stanford Center for Education Policy Analysis (CEPA)
Titel	Test Score Growth among Chicago Public School Students, 2009-2014
Quelle	(2017), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Public Schools; Standardized Tests; Scores; Achievement Gains; Academic Achievement; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Mathematics Achievement; Language Arts; Instructional Program Divisions; Age Differences; Racial Differences; Ethnicity; National Competency Tests; Reading Achievement; Illinois (Chicago); National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Standadised tests; Standardisierter Test; Achievement gain; Leistungssteigerung; Schulleistung; School year 03; 3. Schuljahr; Schuljahr 03; 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; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sprachkultur; Age; Difference; Age difference; Altersunterschied; Rassenunterschied; Ethnizität; Leseleistung
Abstract	A comparison of Chicago public school students' standardized test scores in 2009-2014 with those of public students across the U.S. reveals two striking patterns. First, Chicago students' scores improved dramatically more, on average, between third and eighth grade than those of the average student in the U.S. This is true for students of all racial/ethnic groups. The average Chicago student's test scores improved by roughly 6 grade-level equivalents in the 5 years from third to eighth grade. Second, at each grade level in grades three through eight, Chicago students' scores improved more from 2009 to 2014 than did the average scores of all students in the U.S. Test scores rose in Chicago by roughly two-thirds of a grade level from 2009 to 2014, compared to an increase of one-sixth of a grade level nationally. Again, this was equally true for black, Hispanic, and white students. These patterns do not appear to result from increasingly test-aligned instruction or from changing city demographics and enrollment patterns. [Some of the data used in this report was provided by the National Center for Education Statistics (NCES).] (As Provided).
Anmerkungen	Stanford Center for Education Policy Analysis. 520 Galvez Mall, CERAS Building, 5th Floor, Stanford, CA 94305. Tel: 650-736-1258; Fax: 650-723-9931; e-mail: contactcepa@stanford.edu; Web site: http://cepa.stanford.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01