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

Educational Psychology

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

16 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)

Publisher link

10.1177/0042085916668953

Find It

Find It at U of M Libraries

Cite this

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

@article{30be3f5aeeb244b49ff1ddb0a1a79153,

title = "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 = "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{\textquoteright} knowledge and experience, and some aspects of teachers{\textquoteright} professional development participation were significantly associated with student performance on AP science examinations that was better than predicted by students{\textquoteright} Preliminary Scholastic Aptitude Test (PSAT) scores.",

keywords = "high-stakes testing, professional development, school context, science education",

author = "Christian Fischer and Barry Fishman and Levy, {Abigail Jurist} and Arthur Eisenkraft and Christopher Dede and Frances Lawrenz and Yueming Jia and Kook, {Janna Fuccillo} and Kim Frumin and Ayana McCoy",

note = "Publisher Copyright: {\textcopyright} The Author(s) 2016.",

year = "2020",

month = oct,

day = "1",

doi = "10.1177/0042085916668953",

language = "English (US)",

volume = "55",

pages = "1280--1314",

journal = "Urban Education",

issn = "0042-0859",

publisher = "SAGE Publications Inc.",

number = "8-9",

}

TY - JOUR

T1 - When Do Students in Low-SES Schools Perform Better-Than-Expected on a High-Stakes Test? Analyzing School, Teacher, Teaching, and Professional Development Characteristics

AU - Fischer, Christian

AU - Fishman, Barry

AU - Levy, Abigail Jurist

AU - Eisenkraft, Arthur

AU - Dede, Christopher

AU - Lawrenz, Frances

AU - Jia, Yueming

AU - Kook, Janna Fuccillo

AU - Frumin, Kim

AU - McCoy, Ayana

PY - 2020/10/1

Y1 - 2020/10/1

N2 - 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.

AB - 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.

KW - high-stakes testing

KW - professional development

KW - school context

KW - science education

UR - http://www.scopus.com/inward/record.url?scp=85043482740&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85043482740&partnerID=8YFLogxK

U2 - 10.1177/0042085916668953

DO - 10.1177/0042085916668953

M3 - Article

AN - SCOPUS:85043482740

SN - 0042-0859

VL - 55

SP - 1280

EP - 1314

JO - Urban Education

JF - Urban Education

IS - 8-9

ER -

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

Publisher link

Find It

Other files and links

Fingerprint

Cite this