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 journalArticlepeer-review

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 languageEnglish (US)
Pages (from-to)1280-1314
Number of pages35
JournalUrban Education
Volume55
Issue number8-9
DOIs
StatePublished - Oct 1 2020

Bibliographical note

Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work is supported by the National Science Foundation through the Discovery Research PreK-12 program (DRK-12), Award 1221861.

Funding Information:
The authors thank the following people for their contributions to this work: Amy Wheelock and Ted Gardella of the College Board, Allison Scheff of the Massachusetts Board of Higher Education, and the thousands of AP teachers who helped shape and participated in this project. The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work is supported by the National Science Foundation through the Discovery Research PreK-12 program (DRK-12), Award 1221861.

Publisher Copyright:
© The Author(s) 2016.

Keywords

  • high-stakes testing
  • professional development
  • school context
  • science education

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