eric.ed.gov har udgivet: This is the second in a series of briefs summarizing findings from the newest and most rigorous research related to racial and socioeconomic diversity in public schools. The studies on which this brief is based were published recently in three special issues of the peer-reviewed journal, “Teachers College Record,” edited by Professors Roslyn Arlin Mickelson of the University of North Carolina at Charlotte and Kathryn Borman of the University of South Florida. This brief considers the relationship between the racial and socioeconomic composition of a school and/or classroom and a variety of important educational measures. This research augments an already extensive body of work in this area, which has reached similar conclusions. However, the work published this year in “Teachers College Record” is particularly rigorous. It draws… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This study investigates the impact of the presence of students identified as having special needs (SEN) on their classmates’ achievements in reading comprehension. Multi-level regression modelling was conducted with the data of more than 75,000 fourth graders of 4,937 classes in Austria. Students’ scores of reading comprehension were used as the dependent variable in the models. The number of students with SEN was used as the independent variable, besides other class-level predictors like the socio-economic status or the self-concept. To disentangle individual from classroom composition aspects, variables at the individual level were used as independent variables as well (gender, age, first language, number of books at home, socio-economic background, kindergarten attendance, and self-concept). Results show only a small… Continue Reading →
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eric.ed.gov har udgivet: This study explores the effects of school-level characteristics on North Carolina students’ reading and math achievement from fourth through eighth grade, focusing on the relationships between achievement and the racial and poverty composition of schools. After creating race-by-poverty cohorts of schools, I use multilevel models to examine math and reading achievement for the same students in fourth, sixth, and eighth grades. The racial and poverty composition of schools affect student achievement after factoring in student, family, and other school influences. In addition, increasing teacher quality and school resources reduces but does not eliminate the effects of school racial and poverty composition on student achievement. Policies leading to reductions in racial and poverty isolation in schools and increases in teacher quality should be pursued to guarantee equality of… Continue Reading →
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eric.ed.gov har udgivet: Algebra is often considered as a gateway for later achievement. A recent report by the Mathematics Advisory Panel (2008) underscores the importance of improving algebra learning in secondary school. Today, a growing number of states and districts require algebra for all students in ninth grade or earlier. Chicago is at the forefront of this movement. Many low-achieving students took remedial math before 1997 and the algebra-for-all policy immersed these students in academic coursework for the first time. Moreover, these low-achieving students experienced a rise in the ability levels of their classroom peers. However, this study suggests that simply requiring algebra is insufficient to improve their outcomes, even though students may benefit from having higher achieving peers in their classrooms. Overall, taking Algebra, instead of remedial math, would… Continue Reading →
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eric.ed.gov har udgivet: California’s recent major school finance reform, the Local Control Funding Formula (LCFF), attempts to address resource inequity by reallocating school finances on the basis of student disadvantage (rather than district property wealth) and relinquishing many of the restrictions on how revenue can be spent. Beyond a uniform “base grant” given to all districts, the LCFF reallocates additional district revenues based almost entirely on the proportion of disadvantaged students (e.g., low-income, limited English proficiency) in each district. We show LCFF significantly increased per-pupil spending, and the state now has among the most progressive funding formulas in the country. This study is among the first to provide evidence of LCFF’s impacts on student outcomes. For cohorts born between 1990 and 2000, we constructed a school-by-cohort-level panel data set of… Continue Reading →
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eric.ed.gov har udgivet: This is the first in a series of three research briefs summarizing findings from the newest and most rigorous research related to racial and socioeconomic diversity in public schools. The studies on which this brief is based were published recently in three special issues of the peer-reviewed journal, “Teachers College Record,” edited by Professors Roslyn Arlin Mickelson of the University of North Carolina at Charlotte and Kathryn Borman of the University of South Florida. The weight of evidence from these studies demonstrates that racially isolated, high-poverty schools tend to negatively influence math and science course-taking patterns and achievement as measured by test scores. Meanwhile, under certain conditions, lower poverty schools and schools that do not enroll highly disproportionate shares of African American and/or Latino students tend to… Continue Reading →
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eric.ed.gov har udgivet: Everyone knows that there is racial inequality in achievement returns from advanced math; however, they do not know why black students and white students taking the same level of math courses are not leaving with the same or comparable skill levels. To find out, the author examines variation in course coverage by the racial composition of the classroom. She hypothesizes that content coverage varies by classroom composition, because teachers respond to the needs and abilities of their students and make adjustments to teaching. More specifically, she asks: (1) Within advanced math courses with the same title, to what extent does content coverage breadth vary by classroom minority composition; (2) Within advanced math courses with the same title, to what extent does content coverage depth vary by classroom… Continue Reading →
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