Design, implementation and adequacy of data utilization in schools: A case study. - Page 11 |
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2
Education Statistics, 2000; Harcourt Brace, 1998, 1999, 2000, 2001; and California
Department of Education, 1998,1999,2001,2002 demonstrate that the performance
of students in the United States has fallen slightly above the international average in
science and below the international average in mathematics and literacy. In
California the performance scores lag far below the national average.
In addition, the research on the distribution o f the performance on all students
show that cohorts of black and Hispanic students tend to lag behind their white and
Asian classmates. Paul Barton in his Executive Summary, Raising Achievement and
Reducing Gaps; Reporting Progress toward Goals for Achievement (Barton, 2001)
noted that states have not generally reduced the achievement gap between top and
bottom quartiles or between white and minority students (Barton, 2001).
Essentially, these reports are consistent reminders that American students are
performing with poor or average skills in mathematics, science, geography, history
civics, literature, writing and reading skills and the arts when compared with other
students in modem nations (Grissmer & Flanagan, 2001). Results indicate that all
children need to receive the instruction necessary to be viable citizens and workers in
the newly emerging, economically competitive world.
There are long-term consequences o f low student performance, both o f the
students themselves and for society. Most immediate is the concern regarding the
eighth grade results on the state assessments. They are troubling because those
students will have to pass the California High School Exit Exam to graduate.
Without a high school diploma, the access to employment diminishes, as does the
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
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| Title | Design, implementation and adequacy of data utilization in schools: A case study. - Page 11 |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 2 Education Statistics, 2000; Harcourt Brace, 1998, 1999, 2000, 2001; and California Department of Education, 1998,1999,2001,2002 demonstrate that the performance of students in the United States has fallen slightly above the international average in science and below the international average in mathematics and literacy. In California the performance scores lag far below the national average. In addition, the research on the distribution o f the performance on all students show that cohorts of black and Hispanic students tend to lag behind their white and Asian classmates. Paul Barton in his Executive Summary, Raising Achievement and Reducing Gaps; Reporting Progress toward Goals for Achievement (Barton, 2001) noted that states have not generally reduced the achievement gap between top and bottom quartiles or between white and minority students (Barton, 2001). Essentially, these reports are consistent reminders that American students are performing with poor or average skills in mathematics, science, geography, history civics, literature, writing and reading skills and the arts when compared with other students in modem nations (Grissmer & Flanagan, 2001). Results indicate that all children need to receive the instruction necessary to be viable citizens and workers in the newly emerging, economically competitive world. There are long-term consequences o f low student performance, both o f the students themselves and for society. Most immediate is the concern regarding the eighth grade results on the state assessments. They are troubling because those students will have to pass the California High School Exit Exam to graduate. Without a high school diploma, the access to employment diminishes, as does the Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. |
