Measuring Access to Learning Opportunities (2003) / Chapter Skim
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Appendix A: Synopses of Papers Prepared for the Committee
Appendix A: Synopses of Papers Prepared for the Committee
Pages 77-87
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From page 77... ...
The committee encouraged the researchers to continue the analyses begun under the auspices of the committee and to independently publish papers based on their analyses, as appropriate. ACHIEVEMENT DISRUPTED Philip Babcock University of California, San Diego This paper investigates correlations between test scores and school expulsion rates to (letermine to what (legree these correlations might be ([riven by policy.
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From page 78... ...
While studies suggest that peer effects have an impact on measures of student performance, the specific mechanism by which they operate remains unclear. One explanation is that disruptive behavior by a student impedes the learning of every other student in a classroom.
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From page 79... ...
Regression analyses suggest that variation in gentler (lisparities in single-gen(ler athletic participation opportunities (number of sports anti teams offere(1 to male and female students) among states can be predicted by a combination of contextual characteristics (median household income)
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From page 80... ...
Croninger and Karen Douglas University of Maryland Recent policy initiatives have placed increasing importance on the implementation of high-stakes tests for reforming public elementary and secondary schools. Provisions in the 2001 E1ementary and Secondary Education Act call for increase(1 testing to (1etermine if students and teachers are meeting high academic standards, as do new stateleve} policies that seek to align state testing practices with rigorous content anti performance stan(lar(ls for students and teachers.
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From page 81... ...
, it also raises important equity issues about the actual consequences of testing for specific populations of students. If minority students and the schools that they attend disproportionately bear the burden of high-stakes testing both in terms of the requirements to pass high-stakes tests and the sanctions imposed for failure to do so, then the new wave of testing polices and practices may not promote more equitable educational opportunities.
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From page 82... ...
; and (3) examine the validity of E&S survey data by comparing these data with other data sources (e.g., OCR and CCD enrollment data; OCR and Council of Chief State School Officers reports of testing data by states)
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From page 83... ...
Census Bureau, 2001~. Adso in 2000, almost ~ in 10 public school students was an Englishlanguage learner, and Spanish continues to be the predominant language background of the students receiving English-language learner services Undoer, 2002~.
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From page 84... ...
The paper also includes a brief discussion about the viability anti limitations of the ENS survey data for continued research around the issues of Englishlanguage learners, race, and poverty anti suggestions for better (1ata collection to un(lerstan(1 these issues. References Jamieson, A., Curry, A., and Martinez, G
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From page 85... ...
Conversely, because the E&S survey includes no student-level outcomes, we hoped to augment those data with student-level social and academic measures available on EC - K After consi(lerable effort, we were successful in attaining our first goal; it is indeed possible to create a combined E&S survey and ECES-K datable. The standard NCES 12-digit school identification codes, which are included on both E&S survey and ECES-K data (restricted file only)
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From page 86... ...
programs in public elementary schools that offer kindergarten. We were interested in whether first grade LEP students suffere(1 aca(lemically by attending schools in which access to LEP services was limite(1 or restricted.
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From page 87... ...
In a concluding section of the report we share our views regarding the value of the E&S survey from the standpoint we know best: as quantitative researchers interested in studying e(lucational equity using large, nationally representative databases.
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