A Half Century of Student Progress Nationwide: First Comprehensive Analysis Finds Broad Gains in Test Scores, with Larger Gains for Students of Color than White Students

Autor/inn/en	Shakeel, M. Danish; Peterson, Paul E.
Titel	A Half Century of Student Progress Nationwide: First Comprehensive Analysis Finds Broad Gains in Test Scores, with Larger Gains for Students of Color than White Students
Quelle	In: Education Next, 22 (2022) 4, S.50-58 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-9664
Schlagwörter	Academic Achievement; Achievement Gains; Racial Differences; Ethnicity; Elementary School Students; Middle School Students; High School Students; Socioeconomic Status; Reading Achievement; Mathematics Achievement; Gender Differences; Elementary Secondary Education; National Assessment of Educational Progress; Trends in International Mathematics and Science Study; Program for International Student Assessment; Progress in International Reading Literacy Study + Suchen Sie Ihr Suchwort? Schulleistung; Achievement gain; Leistungssteigerung; Rassenunterschied; Ethnizität; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Socio-economic status; Sozioökonomischer Status; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Geschlechterkonflikt
Abstract	Has the achievement of U.S. students improved over the past half century? Have gaps between racial, ethnic, and socioeconomic groups widened or narrowed? These and similar questions provoke near-constant conversation. But answers are uncertain, partly because research to date has yielded inconsistent findings. In this article, the authors bring together information from every nationally representative testing program consistently administered in the United States over the past 50 years to document trends in student achievement from 1971 to 2017, the last year for which detailed information is currently available. (ERIC).
Anmerkungen	Education Next Institute, Inc. Harvard Kennedy School, Taubman 310, 79 JFK Street, Cambridge, MA 02138; Fax: 617-496–4428; e-mail: Education_Next@hks.harvard.edu; Web site: https://www.educationnext.org/the-journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01