Achievement_Gap_PowerPoint_09_13_05A

Achievement_Gap_PowerPoint_09_13_05A - Is the Achievement...

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1 Is the Achievement Gap in Indiana Narrowing? September 19, 2005 ------------------------------------------------------------------------------------------------------------------- Jonathan Plucker, Director Terry Spradlin, Associate Director for Education Policy
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2 About the Center for The Center for Evaluation & Education Policy (CEEP) is a client-focused, self-funded research center associated with the School of Education at Indiana University. CEEP provides a wide range of evaluation and nonpartisan policy research services for policymakers, governmental entities, and non-profit organizations. CEEP is continually looking for new opportunities to help inform, influence, and shape the development of P-16 education policy not only in Indiana, but across the nation.
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3 CEEP Associates focus their broad spectrum of experience and capabilities to produce high impact within five "Areas of Excellence": Educational Evaluation Math, Science, and Technology Evaluation Literacy Evaluation Education Policy Research and Technical Assistance Health, Human Services, and Community Development Evaluation
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4 Achievement Gap Study Overview Not only timely, but most complete picture of Indiana’s achievement gap since a state review in 2003. Report examines multiple performance measures over time by race/ethnicity, income, English proficiency, and special needs categories. Primary sources of data: IDOE, College Board, NCES.
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5 Good News When examining aggregate results, Indiana schools can boast progress in a variety of important areas, including: Core 40 and Academic Honors Diploma Completion, SAT and ACT scores, participation in and achievement on AP tests, and ISTEP+ scores. Particularly encouraging is the performance of Indiana’s Grade 4 and 8 students in the areas of mathematics and science on the NAEP and TIMSS assessments. Grade 4 students, for example, scored the second highest of all participants internationally on the TIMSS science assessment. Overall, Indiana’s K-12 education system effectively serves a majority of our students.
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6 Grade 4 NAEP Mathematics Average Scale Scores: 1992-2003 Grade 4 NAEP Mathematics Average Scale Scores 1992-2003 200 210 220 230 240 1992 1996 2000 2003 Year Scale Score National Indiana Kentucky Ohio Michigan Illinois
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7 Grade 8 NAEP Mathematics Average Scale Scores: 1992-2003 Grade 8 NAEP Mathematics Average Scale Score 1990-2003 240 250 260 270 280 290 1990 1992 1996 2000 2003 Year Scale Score National Indiana Kentucky Ohio Michigan Illinois
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8 The Bad News The bad news for Indiana’s K-12 public education system is a significant number of poor and minority students are not succeeding academically and are falling through the cracks. Indiana has significant achievement gaps that exist whether
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This note was uploaded on 11/11/2011 for the course MATH 110 taught by Professor Staff during the Winter '08 term at BYU.

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Achievement_Gap_PowerPoint_09_13_05A - Is the Achievement...

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