Data visualization
Do high flyers maintain their altitude?
2011
By: Yun Xiang, Michael Dahlin, John Cronin, Robert Theaker, Sarah Durant
Description
If America is to remain internationally competitive with other advanced nations, we must maximize the academic potential of our top students. To date, few research studies have examined the progress of individual high achievers over time in relation to other students. The analysis in the Fordham Institute report Do High Flyers Maintain Their Altitude and the corresponding visualizations in this gallery helps to fill that gap. In the visualizations in this exhibit, you can compare the performance and growth of various groups of high achievers to that of their peers over multiple years. We wish to thank the Thomas B. Fordham Institute and the Kern Family Foundation for their support of this study.
See MoreTopics: Equity, High-growth schools & practices
Associated Research
Related Topics
Finding root causes effectively: A powerful way to improve schools
Using experience gained by facilitating the determination of root causes in schools and in industrial settings, as well as lessons from research and literature both within and outside of education, this paper provides a recommend process, and detailed protocols and tools for defining problems to be investigated and determining their root causes.
By: Andrew Hegedus
Topics: High-growth schools & practices
A level playing field: College readiness standards
Some of our assumptions about the growth and performance of students from high-poverty schools relative to their peers from wealthier schools may be challenged in this data gallery, where you can explore how school poverty level interacts with student growth, college readiness, and college access.
By: Michael Dahlin, Beth Tarasawa
Topics: Equity, College & career readiness
Moving from data to making a difference
The problems faced within education resemble the problems in many social settings in that they lack clear definitions, have many potential causes, lack simple solutions, and defy straightforward measurement. In this article, Andrew Hegedus shares a view on the types of problems faced in education and outlines key characteristics of a process that begins with collecting data and ends with evaluating progress.
By: Andrew Hegedus
Topics: Empowering educators, High school, High-growth schools & practices
A level playing field: College readiness standards
This study examines the academic growth of 35,000 elementary and middle school students in 31 statesāall of them high achievers within their own schoolsāover a three-year period.
By: Michael Dahlin, Beth Tarasawa
Topics: Equity, College & career readiness
Making teacher goal setting more powerful
Most of us believe that when individuals have goals, their performance improves, and this belief is being put to the test in schools today. In an effort to create alignment between district and school improvement efforts, teachers are more likely than ever to have formal performance goals.
By: Andrew Hegedus
Topics: Empowering educators, High-growth schools & practices
A longitudinal study of reading growth for students with visual impairments
This study compares reading growth for students with visual impairments with a nationally normed group of students from the general population using data from the NWEA MAP Growth assessment.
By: Beth Boroson, Elizabeth Barker, Xueming Li
Topics: Equity, Accessibility, Reading & language arts
The development of racial/ethnic and socioeconomic achievement gaps during the school years
This study examined developmental trends in academic achievement gaps between poverty and race/ethnicity groups from school entry to middle school using two large longitudinal data sets. We used time-varying effect modeling (TVEM) to estimate how the associations among race/ethnicity, poverty status, and math and reading achievement vary across continuous age from age 5 to age 15.
By: Megan Kuhfeld, Elizabeth Gershoff, Katherine Paschall
Topics: Equity, Growth modeling