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Marchant, Gregory J.; Finch, William Holmes – AERA Online Paper Repository, 2017
A recursive partitioning model approach in the form of classification and regression trees (CART) was used with 2012 PISA data for five countries (Canada, Finland, Germany, Singapore-China, and the Unites States). The objective of the study was to determine demographic and educational variables that differentiated between low SES student that were…
Descriptors: Foreign Countries, Comparative Education, Low Income Groups, Socioeconomic Status
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Chi, Shaohui; Liu, Xiufeng; Wang, Zuhao; Won Han, Seong – International Journal of Science Education, 2018
Scientific inquiry activities are considered as productive science instruction to improve students' science learning and achievement. Supportive teacher-student relationships and positive disciplinary climate in the classroom are also two important factors that could facilitate student learning. This study investigates whether the association…
Descriptors: Science Instruction, Inquiry, Low Income Groups, Science Achievement
Karoly, Lynn A. – RAND Corporation, 2015
This study documents the magnitude of the gaps in student performance for public school students in Pennsylvania and estimates the economic consequences of those education performance gaps. Although Pennsylvania is one of the top-scoring states on the 2013 National Assessment of Educational Progress (NAEP) on average, the achievement gaps between…
Descriptors: Achievement Gap, Public Schools, Economic Factors, Racial Differences
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Else-Quest, Nicole M.; Peterca, Oana – American Educational Research Journal, 2015
Publicly funded single-sex schooling (SSS) has proliferated in recent years and is touted as a remedy to gaps in academic attitudes and achievement, particularly for low-income students of color. Research on SSS is rife with limitations, stemming from selective admissions processes, selection effects related to socioeconomic status, a lack of…
Descriptors: Urban Schools, Student Attitudes, High School Students, Academic Achievement
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Reardon, Sean F.; Valentino, Rachel A.; Shores, Kenneth A. – Future of Children, 2012
How well do U.S. students read? In this article, Sean Reardon, Rachel Valentino, and Kenneth Shores rely on studies using data from national and international literacy assessments to answer this question. In part, the answer depends on the specific literacy skills assessed. The authors show that almost all U.S. students can "read" by…
Descriptors: Literacy, Reading Skills, Developed Nations, Race
Lockheed, Marlaine E. – OECD Publishing, 2015
This report provides a systematic review and empirical evidence related to the experiences of middle-income countries and economies participating in the Programme for International Student Assessment (PISA), 2000 to 2015. PISA is a triennial survey that aims to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old…
Descriptors: Socioeconomic Status, Adolescents, Foreign Countries, Developing Nations
McMurrer, Jennifer; Kober, Nancy – Center on Education Policy, 2011
This report by the Center on Education Policy (CEP), an independent nonprofit organization, examines trends in the achievement of high school students on the state reading/English language arts (ELA) and mathematics tests used for accountability under the No Child Left Behind Act (NCLB). In most states, these tests are first administered in grade…
Descriptors: High School Students, Federal Legislation, Language Arts, American Indians
Kober, Nancy; Usher, Alexandra – Center on Education Policy, 2012
Public education matters, whether you're a student, parent, teacher, administrator, employer, or taxpayer. Although you undoubtedly know something about public education, you may be unaware of important facts about the U.S. educational system or may be surprised to learn how things have changed in recent years. This edition of "A Public…
Descriptors: Public Education, School Location, Student Mobility, School Choice
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Baucal, Aleksandar; Pavlovic-Babic, Dragica; Willms, J. Douglas – Prospects: Quarterly Review of Comparative Education, 2006
In Serbia there are four levels of education: pre-school (until 7 years of age); primary education consisting of eight grades (ages 7-14); secondary education lasting two, three or four years; and higher education lasting from three to six years. Primary education is compulsory for all children. It consists of two cycles, each lasting four years,…
Descriptors: Foreign Countries, Socioeconomic Influences, Student Records, Mathematics Tests