When Do Students in Low-SES Schools Perform Better-Than-Expected on a High-Stakes Test? Analyzing School, Teacher, Teaching, and Professional Development Characteristics

Christian Fischer; Barry Fishman; Abigail Jurist Levy; Arthur Eisenkraft; Christopher Dede; Frances Lawrenz; Yueming Jia; Janna Fuccillo Kook; Kim Frumin; Ayana McCoy

doi:10.1177/0042085916668953

When Do Students in Low-SES Schools Perform Better-Than-Expected on a High-Stakes Test? Analyzing School, Teacher, Teaching, and Professional Development Characteristics

Christian Fischer, Barry Fishman, Abigail Jurist Levy, Arthur Eisenkraft, Christopher Dede, Frances Lawrenz, Yueming Jia, Janna Fuccillo Kook, Kim Frumin, Ayana McCoy

Research output: Contribution to journal › Article › peer-review

14 Scopus citations

Abstract

This empirical study analyzed data from 638 teachers and 11,800 students in low-socioeconomic status (SES) urban schools (and schools with urban characteristics) exploring associations of school, teacher, teaching, and professional development characteristics toward student performance on the revised Advanced Placement (AP) Biology and AP Chemistry examinations. The analyses indicated that districts per-student funding allocations, the days of instruction, teachers’ knowledge and experience, and some aspects of teachers’ professional development participation were significantly associated with student performance on AP science examinations that was better than predicted by students’ Preliminary Scholastic Aptitude Test (PSAT) scores.

Original language	English (US)
Pages (from-to)	1280-1314
Number of pages	35
Journal	Urban Education
Volume	55
Issue number	8-9
DOIs	https://doi.org/10.1177/0042085916668953
State	Published - Oct 1 2020

Bibliographical note

Publisher Copyright:
© The Author(s) 2016.

Keywords

high-stakes testing
professional development
school context
science education

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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Fischer, C., Fishman, B., Levy, A. J., Eisenkraft, A., Dede, C., Lawrenz, F., Jia, Y., Kook, J. F., Frumin, K., & McCoy, A. (2020). When Do Students in Low-SES Schools Perform Better-Than-Expected on a High-Stakes Test? Analyzing School, Teacher, Teaching, and Professional Development Characteristics. Urban Education, 55(8-9), 1280-1314. https://doi.org/10.1177/0042085916668953

Fischer, C, Fishman, B, Levy, AJ, Eisenkraft, A, Dede, C, Lawrenz, F, Jia, Y, Kook, JF, Frumin, K & McCoy, A 2020, 'When Do Students in Low-SES Schools Perform Better-Than-Expected on a High-Stakes Test? Analyzing School, Teacher, Teaching, and Professional Development Characteristics', Urban Education, vol. 55, no. 8-9, pp. 1280-1314. https://doi.org/10.1177/0042085916668953

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When Do Students in Low-SES Schools Perform Better-Than-Expected on a High-Stakes Test? Analyzing School, Teacher, Teaching, and Professional Development Characteristics

Abstract

Bibliographical note

Keywords

UN SDGs

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