The purpose of the study was to test the hypothesis that disadvantaged schools are more likely to engage in narrowly-targeted test preparation activities in response to high-stakes testing. We hypothesized that such qteaching to the testq would result in larger gains over time on some test items than others. In particular, performance on items that teachers judged most qteachableq would show bigger improvements over time if the same high-stakes test was used year after year. Data for the study came from California, which used the same high-stakes test from 1998 to 2002. We first looked for the hypothesized pattern in each elementary school in California, then checked to see if this pattern was more prevalent in disadvantaged (quintile 1) schools versus advantaged (quintile 5) schools. The disadvantaged schools were indicated by nine variables in three dimensions: high proportion of low SES students, high proportion of minority students, and low teacher quality.For instance, Texas is among the pioneering states that implemented statewide accountability testing programs. ... For 8th grade math, the passing rates for African American students increased 49 points and passing rates for Hispanicanbsp;...
|Title||:||Do Unintended Effects of High-stakes Testing Hit Disadvantaged Schools Harder?|
|Publisher||:||ProQuest - 2008|