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Reardon, Sean F.; Kalogrides, Demetra; Fahle, Erin M.; Podolsky, Anne; Zárate, Rosalía C. – Educational Researcher, 2018
Prior research suggests that males outperform females, on average, on multiple-choice items compared to their relative performance on constructed-response items. This paper characterizes the extent to which gender achievement gaps on state accountability tests across the United States are associated with those tests' item formats. Using roughly 8…
Descriptors: Test Items, Test Format, Gender Differences, Achievement Gap
Reardon, Sean F.; Fahle, Erin M.; Kalogrides, Demetra; Podolsky, Anne; Zárate, Rosalía C. – American Educational Research Journal, 2019
We estimate male-female test score gaps in math and English language arts (ELA) for nearly 10,000 U.S. school districts using state accountability data from third- through eighth-grade students in the 2008-2009 through 2015-2016 school years. We find that the average U.S. school district has no gender achievement gap in math, but there is a gap of…
Descriptors: Gender Differences, Achievement Gap, English, Language Arts
Reardon, Sean F.; Fahle, Erin M.; Kalogrides, Demetra; Podolsky, Anne; Zárate, Rosalía C. – Stanford Center for Education Policy Analysis, 2018
In the first systematic study of gender achievement gaps in U.S. school districts, we estimate male-female test score gaps in math and English Language Arts (ELA) for nearly 10,000 school districts in the U.S. We use state accountability test data from third through eighth grade students in the 2008-09 through 2014-15 school years. The average…
Descriptors: Gender Differences, Achievement Gap, Scores, Language Arts
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Podolsky, Anne; Darling-Hammond, Linda; Doss, Christopher; Reardon, Sean – Learning Policy Institute, 2019
Despite wide achievement gaps across California between students from different racial and socioeconomic backgrounds, some school districts have excelled at supporting the learning of all their students. This analysis identifies these positive outlier districts--those in which students of color, as well as White students, consistently achieve at…
Descriptors: School Districts, Minority Group Students, Racial Differences, Ethnicity
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Podolsky, Anne; Darling-Hammond, Linda; Doss, Christopher; Reardon, Sean – Learning Policy Institute, 2019
The explosion of knowledge and the growing complexity of modern life are changing expectations for what young people need to learn and be able to do. Success in the 21st century does not depend solely on what people know, but also on what they can do with what they know. In this report, the authors summarize the results of a quantitative analysis…
Descriptors: School Districts, Minority Group Students, Racial Differences, Ethnicity
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Carver-Thomas, Desiree; Podolsky, Anne – Learning Policy Institute, 2019
Long Beach Unified School District (LBUSD) has been nationally recognized as a consistently high-functioning district for more than 2 decades. The district educates approximately 72,200 students, from preschool to high school, in its 86 schools. Almost 90% are students of color, with 57% Latino/a and 12% African American, while 65% are from…
Descriptors: School Districts, Minority Group Students, Racial Differences, Ethnicity
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Hernández, Laura E.; Podolsky, Anne – Learning Policy Institute, 2019
The San Diego Unified School District (SDUSD) supports teaching and learning in California's second-largest school district, educating students from preschool to high school each day. Nearly three quarters of SDUSD students are students of color, including 47% who are Latino/a and 9% who are African American. Almost 60% of students are…
Descriptors: School Districts, Minority Group Students, Racial Differences, Ethnicity