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Download full textKevelson, Marisol J. C. – ETS Research Report Series, 2019
This study presents estimates of Black-White, Hispanic-White, and income achievement gaps using data from two different types of reading and mathematics assessments: constructed-response assessments that were likely more cognitively demanding and state achievement tests that were likely less cognitively demanding (i.e., composed solely or largely…
Descriptors: Racial Differences, Achievement Gap, White Students, African American Students
Abedi, Jamal; Leon, Seth; Kao, Jenny C. – National Center for Research on Evaluation, Standards, and Student Testing (CRESST), 2008
This study examines performance differences between students with disabilities and students without disabilities students using differential item functioning (DIF) analyses in a high-stakes reading assessment. Results indicated that for Grade 9, many items exhibited DIF. Items that exhibited DIF were more likely to be located in the second half…
Descriptors: Test Bias, Test Items, Student Evaluation, Disabilities
Gender and Achievement--Understanding Gender Differences and Similarities in Mathematics Assessment.
Zhang, Liru; Manon, Jon – 2000
The primary objective of this study was to investigate overall patterns of gender differences and similarities of test performance in mathematics. To achieve that objective, observed test scores on the Delaware standards-based assessment were analyzed to examine: (1) gender differences and similarities across grades 3, 5, 8 and 10 over 2 years;…
Descriptors: Academic Standards, Elementary School Students, Elementary Secondary Education, Mathematics Achievement
