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Activity Number:
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72
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Type:
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Contributed
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Date/Time:
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Sunday, July 29, 2007 : 4:00 PM to 5:50 PM
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Sponsor:
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Social Statistics Section
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| Abstract - #310136 |
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Title:
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Students, Teachers, Schools, and ACT Scores
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Author(s):
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Stephen Ponisciak*+
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Companies:
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Consortium on Chicago School Research
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Address:
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1313 E 60th St, Chicago, IL, 60637,
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Keywords:
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Hierarchical models ; student achievement ; education
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Abstract:
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In many Chicago public high schools, less than 50 percent of students made the expected gain from Plan (a "practice ACT" in fall 2003) to ACT (in spring 2005). We use a three-level hierarchical linear model to explain the differences between students' and schools' ACT scores. The most important student-level predictor of ACT performance is their prior Plan test score, while GPA and demographics are also relevant. The academic background of the teacher is important, but the performance of a student's peers is more important. Changes in the learning environment (measured by student and teacher surveys) are also linked with changes in student learning gains. When choosing between being a low-achieving student in a high-achieving school and a high-achieving student in a low-achieving school, the former seems to be the better choice, as these schools show larger gains for all students.
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- The address information is for the authors that have a + after their name.
- Authors who are presenting talks have a * after their name.
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