Term Paper on "Students' Socioeconomic Status (SES) Is Accountable"
Term Paper 3 pages (1097 words) Sources: 3
[EXCERPT] . . . .
students' socioeconomic status (SES) is accountable for the overwhelming test score discrepancies existing across Alabama's school districts. This finding was made after a comparison of fourth-graders' reading test scores on the 10th Edition Stanford Achievement Test in 2005-2006. Five of Alabama's school districts of varying socioeconomic backgrounds were chosen for comparison. These included wealthy districts like Shelby and Madison Counties, the moderately wealthy district of Jackson County, and poorer districts such as Hale and Greene Counties. Several different categories of test-takers were cited for comparison, which included level of education (special or general education), gender, race (White, Black, Hispanic), level of English proficiency (Limited or Non-limited English), and class (indicated by type of lunch served whether free, reduced, or fully paid).Through analysis it was found that certain specific categories had the same impact upon test scores across different districts. In four out of five districts namely Shelby, Madison, Jackson, and Hale Counties, four specific categories correlated with higher test scores. These were the White, female, fully paid lunch, and general education categories. The exception to this finding was Greene County, whose categories with higher test scores were female and general education. This district had very few categories available for comparison thus it did not contain the following: special education, fully paid lunch, reduced lunch, White, Hispanic, and Limited English.
In the two wealthy districts of Shelby and Madison Counties, the same three categories correlated with the lowest scores. These included the Limited English
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The top three categories, which had the greatest influence on percentile scores, were the fully paid lunch, general education, and White categories. These three consistently correlated with higher test scores for four out of the five school districts, which were Shelby, Madison, Jackson, and Hale Counties. In Greene County only one of these three categories was present as a great influence, and that was the general education category. The other two, which were the white and fully paid lunch categories, had a miniscule number of test takers within them, which is why their influence was not measured in Greene County.
The startling contrasts found on a standardized exam's percentile scores between Alabama's diverse school districts indicate that socioeconomic factors play a significant role in explaining such widespread discrepancies. SES can also explain how the overall percentile scores for all students within wealthier districts were higher than scores from the poorer ones. Such results reveal that students from minority and/or economically disadvantaged backgrounds are the most negatively affected by these exams. Thus it is incorrect to assume that such exams are useful towards gauging a given school's quality of teaching. Teachers should therefore realize that such exams cannot determine how good they are at their jobs, despite what educational administrators and elected officials like to believe, because the results often come out being biased towards certain groups in society.
Teachers can do a lot… READ MORE
Quoted Instructions for "Students' Socioeconomic Status (SES) Is Accountable" Assignment:
Following is exactly what to use and what should be done. Please email me and let me know if this can be done.
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Standardized Reading Test Assignment
Visit the website, www.alfiekohn.com. Click on *****Articles***** under *****Teaching*****. Scroll down and read the articles: Fighting the tests: A practical guide to rescuing our schools, and Standardized testing and its victims. These articles will give you more insight into what you will discover in your own research about norm-referenced tests.
Visit the SDE*****s website (www.alsde.edu) to analyze the latest year SAT 10 reading scores. Once you enter the site, go to *****Reports***** on the left side and click on *****By Schools*****. Select a school system and go to the latest year scores and select *****SAT 10*****.
1. Latest Year
2. Stanford Achievement
3. Select a system
4. (Entire System)
5. Grade 4
6. Reading
Select categories: Special Ed, General Ed, Male, Female, Black, Hispanic, White, Limited English, Non Limited English, Free lunch, Reduced Lunch, Fully-paid Lunch. Then click on *****Get Report*****.
Select 5 school districts from diverse economic regions. Include your own district if you teach or live in Alabama. Print out the five reports so that you can compare and contrast. Analyze the results and determine which categories seem to have the greatest impact on test scores. In other words, which categories seem to correlate with higher test scores, and which categories seem to correlate with lower test scores? Now rank these categories. Which ones seem to have the greatest influence on percentile scores? Look hard at the top 3 influences on test scores. Now ask yourself: Is there anything I as a teacher can do? Is there anything the student can do? Are there other categories that you might be able to impact?
Thoroughly answer the questions above and weave what you garnered from the articles you read into your paper also. This should be a 3-page paper.
How to Reference "Students' Socioeconomic Status (SES) Is Accountable" Term Paper in a Bibliography
“Students' Socioeconomic Status (SES) Is Accountable.” A1-TermPaper.com, 2007, https://www.a1-termpaper.com/topics/essay/students-socioeconomic-status-ses/80797. Accessed 5 Oct 2024.
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