Parsing the Achievement Gap: Baselines for Tracking Progress. Policy Information Report.

By Paul E. Barton. 2003

174 citations recorded by the source corpus.

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Unlearning Deficit Ideology and the Scornful Gaze: Thoughts on Authenticating the Class Discourse in Education (2010, background): “Studies point to less rigorous curricula (Barton, 2004), fewer experienced teachers (Barton, 2004; Rank, 2004), higher student-to-teacher ratios (Barton, 2003), larger class sizes (Barton, 2003), and lower funding (Carey, 2005) in high-poverty schools than in their lowpoverty counterparts.”
Closing the Achievement Gap With Curriculum Enrichment and Differentiation: One School's Story (2008, background): “Poverty continues to be one of the most persistent factors that negatively impacts student achievement (Barton, 2003; Barton & Coley, 2007; Harris & Herrington, 2006; Lara-Conisomo et al., 2004; Lutkus, Grigg, & Donohue, 2007; RAND Labor and Population, 2005).”
Closing Achievement Gaps: Revisiting Benjamin S. Bloom's “Learning for Mastery” (2007, background): “A recent Educational Testing Service report, for example, identified a wide range of environmental factors that may contribute to achievement gaps, the majority of which are external to schools (Barton, 2003).”
Formative Classroom Assessment and Benjamin S. Bloom: Theory, Research, and Implications (2005, background): “Hence they learn more and learn faster in later units than do students in more traditionally taught classes (Arlin, 1973; Fitzpatrick, 1985).”