Assessment of Knowledge of Powerpoints “Don’t turn back ...



Assessment of Knowledge of Powerpoints “Don’t turn back the clock” and “Closing the achievement gap”

This test should be given shortly after the presentation of the two Powerpoints. A passing grade is six or more correct answers.

1. The majority of grade 4 students in the United States scored “below basic” on the 2005 NEAP test of reading. [Circle the correct answer.]

a. True

b. False

2. Disaggregated data from the 2005 NEAP test of reading of grade 4 students in the United States showed the following. [Circle the best answer.]

a. As minority groups, African American and Asian students had a similar percentage scoring “below basic.”

b. About 40% of Asian and White students scored “proficient/advanced.”

But only about 15% of African American students scored “proficient/advcanced.”

c. About 30% of African American students scored “below basic.”

d. The four minority groups studied---Asian, African American, Native American, and Latino—lag behind White students.

3. Despite differences in funding, students in economically poor schools and students in affluent schools tend to be graded according to the same standards. [Circle the correct answer.]

a. True

b. False

4. Low income and minority students are more likely to have which kind of teachers? [Circle the best answer.]

a. Teachers who are misassigned (not certified in that field), less experienced, not certified in any of their current assignments, and who failed their licensure exam at least once.

b. Teachers who are less experienced and who are misassigned (not certified in that field).

c. Teachers who are less experienced and were certified in another state.

d. Teachers who are more experienced but not certified in their current assignments.

5. The high school graduation rate for Latinos, African Americans, and Native Americans is about [Circle the best answer.]

a. 65%.

b. 45%

c. 35%

d. 50%

6. The TIMMS study of international science performance showed the following. [Circle the best answer.]

a. In grade 4, U.S. students are behind students from about 50% of foreign countries. By grade 8, U.S. students almost catch up. But by grade 12, U.S. students are again students from about 50% of foreign countries.

b. In grade 4, U.S. students are equal to students from most foreign countries. By grade 8, U.S. students have fallen behind students from about 50% of foreign countries. By grade 12, U.S. students are still behind students from about 50% of foreign countries.

c. In grade 4, U.S. students are equal to students from most foreign countries. By grade 8, U.S. students have fallen behind students from about 25% of foreign countries. By grade 12, U.S. students are behind students about 50% of foreign countries.

d. In grade 4, U.S. students are equal to students from about 75% of foreign countries. By grade 8, U.S. students have fallen behind students from about 50% of foreign countries. By grade 12, U.S. students have fallen behind students from about 75% of foreign countries.

7. Comparing White, Latino, and African American students on NEAP reading and math scores from the 1970s and into the 1990s shows the following. [Circle the best answer.]

a. The scores for students in all three groups rise from the 1970s through the 1980s, but scores for White students rise the most.

b. The scores for white students stay pretty much the same; the scores of Latino and African American students rise during the 1970s and mid 1980s, but the scores for African American students do not rise as much as the scores for Latino students.

c. The scores for students in all three groups rise from the 1970s through the 1980s, but then scores in all three groups begin to fall in the 1990s.

d. The scores for white students stay pretty much the same; the scores of Latino and African American students rise during the 1970s mid 1980s, and then level off in the late 1980s and 1990s.

8. What does this graph say about the effects of poverty in schools (measured as the percentage of students in a school receiving free and reduced lunch) and student achievement. [Circle the best answer.]

[pic]

a. The higher the percentage of impoverished students in a school, the lower the student achievement in the school. However, poor schools can still produce high achievement.

b. The higher the percentage of impoverished students in a school, the lower the student achievement in the school. However, the effects of poverty are the strongest at about 50% free and reduced lunch.

c. The data points are so scattered that the trend (or relationship) between poverty and achievement is relatively weak.

d. The lower the percentage of impoverished students in a school, the higher the student achievement in the school. However, this is shown most clearly when the percentage of students receiving free and reduced lunch reaches 80% or higher.

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Source: Education Trust analysis of data from National School-Level State Assessment Score Database ().

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