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The racial achievement gap in the United States refers to disparities in educational achievement between differing ethnic/racial groups. [1] It manifests itself in a variety of ways: African-American and Hispanic students are more likely to earn lower grades, score lower on standardized tests, drop out of high school, and they are less likely to enter and complete college than whites, while ...
[14] [15] However, males score higher on standardized math tests, and these score gaps also increase with age. Male students also score higher on measures of college readiness, such as the AP Calculus exams [16] and the math section of the SAT. [17] [18] Significant race or sex differences exist in the completion of Algebra I. [19]
Creation of specific, concrete, measurable standards in an integrated curriculum framework. These standards apply to all schools in a state or country, regardless of race or relative wealth. Criterion-referenced tests based on these standards rather than norm-based relative rankings (which compare one student with another).
The Every Student Succeeds Act (ESSA) is a US law passed in December 2015 that governs the United States K–12 public education policy. [1] The law replaced its predecessor, the No Child Left Behind Act (NCLB), and modified but did not eliminate provisions relating to the periodic standardized tests given to students. [2] [3]
The achievement gap describes the inconsistencies in standardized test scores, rates of high school and college completion, and grade point average between different ethnic-racial groups in the United States. [83] The achievement gap is significant because white students tend to achieve far more academically compared to Black and Latino ...
Achievement in the United States is often measured using standardized tests. Studies have shown that low performance on standardized tests can have a negative effect on the funding the school receives from the government, and low-income students have been shown to underperform on standardized tests at higher rates than their peers.
Long-term trend assessments measure student performance in mathematics and reading and allow the performance of today's students to be compared with students since the early 1970s. Although long-term trend and main NAEP both assess mathematics and reading, there are several differences between them.
Consortium members work to create and deploy a standard set of K–12 assessments in Mathematics and English, [1] based on the Common Core State Standards. The PARCC consortium was awarded Race to the Top assessment funds in September 2010 by the U.S. Department of Education to help in the development of the K–12 assessments. PARCC has ...