Improving student achievement : what state NAEP test scores tell us / / David Grissmer ... [et al.].
Why do students have different achievement levels across states? Is math achievement improving across states? Differences in average achievement levels across states are mainly traceable to differing family characteristics. However, students from similar families also score differently across states...
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| TeilnehmendeR: | |
|---|---|
| Year of Publication: | 2000 |
| Edition: | 1st ed. |
| Language: | English |
| Physical Description: | 1 online resource (313 p.) |
| Notes: | Description based upon print version of record. |
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Table of Contents:
- COVER; PREFACE; CONTENTS; FIGURES; TABLES; SUMMARY; ACKNOWLEDGMENTS; ABBREVIATIONS; Chapter One - INTRODUCTION; RATIONALE FOR FOCUSING ON STATE ACHIEVEMENT RESULTS; POTENTIAL BARRIERS TO ANALYZING STATE ACHIEVEMENT; STUDY OBJECTIVES; REPORT ORGANIZATION; Chapter Two - THE STATE NAEP ACHIEVEMENT RESULTS AND STATE FAMILY AND EDUCATIONAL CHARACTERISTICS; NAEP ACHIEVEMENT TESTS; STATE ACHIEVEMENT RESULTS; DIFFERENCES IN FAMILY AND DEMOGRAPHIC COMPOSITION AMONG STATES; FAMILY CAPITAL AND SOCIAL CAPITAL; DIFFERENCES IN STATE EDUCATION CHARACTERISTICS; Chapter Three - REVIEW OF THE LITERATURE
- EVIDENCE FROM NATIONAL EDUCATIONAL RESOURCE GROWTH AND ACHIEVEMENT TRENDS PREVIOUS STUDIES; SPECIFICATION IMPLICATIONS FROM EXPERIMENTAL STUDIES; RECONCILING EXPERIMENTAL AND NON-EXPERIMENTAL RESULTS; SUMMARY: A NEW INTERPRETATION OF THE EMPIRICAL EVIDENCE; Chapter Four - METHODOLOGY; IMPLICATIONS OF THE LITERATURE FOR THIS ANALYSIS; DEVELOPING FAMILY CONTROL VARIABLES; MODEL SPECIFICATION AND ESTIMATION; VARIABLE DEFINITIONS; Chapter Five - TRENDS IN STATE SCORES; TESTING FOR EVIDENCE OF THE EFFECTS OF REFORM; RESULTS
- Chapter Six - ESTIMATING SCORES ACROSS STATES FOR STUDENTS FROM SIMILAR FAMILIES BACKGROUND AND RATIONALE; RESULTS; TEXAS VERSUS CALIFORNIA; Chapter Seven - EFFECTS OF STATE EDUCATIONAL POLICIES AND CHARACTERISTICS; RESULTS FOR EDUCATIONAL POLICY AND CHARACTERISTICS VARIABLES; Per-Pupil Expenditure Model; Resource-Utilization Model; Teacher Characteristics Model; EFFECTS OF INTERACTION TERMS; TESTING CORRESPONDENCE WITH TENNESSEE; SENSITIVITY TO OUTLIERS; EXPLAINING TEXAS-CALIFORNIA DIFFERENCES; Chapter Eight - ASSESSING THE COST-EFFECTIVENESS OF DIFFERENT RESOURCE UTILIZATIONS
- PREVIOUS COST-EFFECTIVENESS MEASUREMENTS ESTIMATING COST-EFFECTIVENESS FROM OUR EQUATIONS; CAVEATS AND CAUTION; Chapter Nine - CONCLUSIONS; METHODOLOGICAL CONSIDERATIONS AND INTERPRETATION OF THE RESULTS OF DIFFERENT MODELS; RESULTS; INTERPRETATIONS; RESEARCH IMPLICATIONS; LIMITATIONS AND CAUTION; Appendix A - STATE NAEP TEST SCORES AND STATE FAMILY AND EDUCATIONAL SYSTEM CHARACTERISTICS; Appendix B - NAEP EXCLUSION AND PARTICIPATION RATES; Appendix C - SOURCES OF BIAS; Appendix D - THE TENNESSEE EXPERIMENT; Appendix E - FAMILY VARIABLE DEVELOPMENT; Appendix F - VARIABLE DEFINITIONS
- Appendix G - STATISTICAL RESULTS FOR ESTIMATING STATE TRENDS Appendix H - STATISTICAL RESULTS FOR ESTIMATING SCORE DIFFERENCES FOR STUDENTS FROM SIMILAR FAMILIES ACROSS STATES; Appendix I - STATISTICAL RESULTS FOR ESTIMATING EFFECTS OF STATE POLICY AND EDUCATIONAL CHARACTERISTICS; Appendix J - ROBUST REGRESSION RESULTS; Appendix K - MAKING COST-EFFECTIVENESS ESTIMATES FROM THE TENNESSEE CLASS-SIZE EXPERIMENT; Appendix L -REGRESSION COST ESTIMATES; BIBLIOGRAPHY