Assessment of Knowledge of Powerpoints “Don’t turn back the clock” and
“Closing the achievement gap”
This test should be given shortly after the presentation of the two
Powerpoints. A passing grade is six or more correct answers.
1.
The majority of grade 4 students in the United States scored “below
basic” on the 2005 NEAP test of reading. [Circle the correct answer.]
a. True
b. False
2.
Disaggregated data from the 2005 NEAP test of reading of grade 4 students
in the United States showed the following. [Circle the best answer.]
a. As minority groups, African American and Asian students had a similar
percentage scoring “below basic.”
b. About 40% of Asian and White students scored “proficient/advanced.”
But only about 15% of African American students scored
“proficient/advcanced.”
c. About 30% of African American students scored “below basic.”
d. The four minority groups studied---Asian, African American, Native
American, and Latino—lag behind White students.
3.
Despite differences in funding, students in economically poor schools and
students in affluent schools tend to be graded according to the same
standards. [Circle the correct answer.]
a. True
b. False
4.
Low income and minority students are more likely to have which kind of
teachers? [Circle the best answer.]
a. Teachers who are misassigned (not certified in that field), less
experienced, not certified in any of their current assignments, and
who failed their licensure exam at least once.
b.
Teachers who are less experienced and who are misassigned (not
certified in that field).
c.
Teachers who are less experienced and were certified in another
state.
d.
5.
6.
7.
Teachers who are more experienced but not certified in their
current assignments.
The high school graduation rate for Latinos, African Americans, and Native
Americans is about [Circle the best answer.]
a. 65%.
b.
45%
c.
35%
d.
50%
The TIMMS study of international science performance showed the
following. [Circle the best answer.]
a. In grade 4, U.S. students are behind students from about 50% of
foreign countries. By grade 8, U.S. students almost catch up. But by
grade 12, U.S. students are again students from about 50% of
foreign countries.
b.
In grade 4, U.S. students are equal to students from most
foreign countries. By grade 8, U.S. students have fallen behind
students from about 50% of foreign countries. By grade 12, U.S.
students are still behind students from about 50% of foreign
countries.
c.
In grade 4, U.S. students are equal to students from most
foreign countries. By grade 8, U.S. students have fallen behind
students from about 25% of foreign countries. By grade 12, U.S.
students are behind students about 50% of foreign countries.
d.
In grade 4, U.S. students are equal to students from about 75% of
foreign countries. By grade 8, U.S. students have fallen behind
students from about 50% of foreign countries. By grade 12, U.S.
students have fallen behind students from about 75% of foreign
countries.
Comparing White, Latino, and African American students on NEAP reading
and math scores from the 1970s and into the 1990s shows the following.
[Circle the best answer.]
a. The scores for students in all three groups rise from the 1970s
through the 1980s, but scores for White students rise the most.
b.
The scores for white students stay pretty much the same; the scores
of Latino and African American students rise during the 1970s and
2
mid 1980s, but the scores for African American students do not rise
as much as the scores for Latino students.
8.
c.
The scores for students in all three groups rise from the 1970s
through the 1980s, but then scores in all three groups begin to fall in
the 1990s.
d.
The scores for white students stay pretty much the same; the scores
of Latino and African American students rise during the 1970s mid
1980s, and then level off in the late 1980s and 1990s.
What does this graph say about the effects of poverty in schools
(measured as the percentage of students in a school receiving free and
reduced lunch) and student achievement. [Circle the best answer.]
Poverty vs. Achievement
in Kentucky Elementary Schools
100
Source: Education
Trust analysis of data
from National SchoolLevel State Assessment
Score Database
(www.schooldata.org).
Elementary Math Percentile Score
90
80
70
60
50
40
30
20
10
0
0
10
20
30
40
50
60
70
80
90
100
Percent FRPL
a.
The higher the percentage of impoverished students in a school, the
lower the student achievement in the school. However, poor schools
can still produce high achievement.
3
b.
The higher the percentage of impoverished students in a school, the
lower the student achievement in the school. However, the effects
of poverty are the strongest at about 50% free and reduced lunch.
c.
The data points are so scattered that the trend (or relationship)
between poverty and achievement is relatively weak.
d.
The lower the percentage of impoverished students in a school, the
higher the student achievement in the school. However, this is
shown most clearly when the percentage of students receiving free
and reduced lunch reaches 80% or higher.
4