CharterV3, Francis, Curation, bibRecord, 000018

Cognitive Skills, Student Achievement Tests, and Schools

Identifieur interne : 000018 ( Francis/Curation ); précédent : 000017; suivant : 000019

Cognitive Skills, Student Achievement Tests, and Schools

Auteurs : RBID : Francis:14-0116998

Descripteurs français

Pascal (Inist)
- Aptitude cognitive, Réussite scolaire, Examen scolaire, Développement cognitif, Psychologie scolaire, Homme, Etudiant, Adolescent.
Wicri :
- topic : Homme.

English descriptors

KwdEn :
- Academic achievement, Adolescent, Cognitive ability, Cognitive development, Human, School examen, School psychology, Student.

Abstract

Cognitive skills predict academic performance, so schools that improve academic performance might also improve cognitive skills. To investigate the impact schools have on both academic performance and cognitive skills, we related standardized achievement-test scores to measures of cognitive skills in a large sample (N = 1,367) of eighth-grade students attending traditional, exam, and charter public schools. Test scores and gains in test scores over time correlated with measures of cognitive skills. Despite wide variation in test scores across schools, differences in cognitive skills across schools were negligible after we controlled for fourth-grade test scores. Random offers of enrollment to oversubscribed charter schools resulted in positive impacts of such school attendance on math achievement but had no impact on cognitive skills. These findings suggest that schools that improve standardized achievement-test scores do so primarily through channels other than improving cognitive skills.

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A08	`01`	`1`	`ENG`	`@1 Cognitive Skills, Student Achievement Tests, and Schools`
A11	`01`	`1`		`@1 FINN (Amy S.)`
A11	`02`	`1`		`@1 KRAFT (Matthew A.)`
A11	`03`	`1`		`@1 WEST (Martin R.)`
A11	`04`	`1`		`@1 LEONARD (Julia A.)`
A11	`05`	`1`		`@1 BISH (Crystal E.)`
A11	`06`	`1`		`@1 MARTIN (Rebecca E.)`
A11	`07`	`1`		`@1 SHERIDAN (Margaret A.)`
A11	`08`	`1`		`@1 GABRIELI (Christopher F. O.)`
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C01	`01`		`ENG`	@0 Cognitive skills predict academic performance, so schools that improve academic performance might also improve cognitive skills. To investigate the impact schools have on both academic performance and cognitive skills, we related standardized achievement-test scores to measures of cognitive skills in a large sample (N = 1,367) of eighth-grade students attending traditional, exam, and charter public schools. Test scores and gains in test scores over time correlated with measures of cognitive skills. Despite wide variation in test scores across schools, differences in cognitive skills across schools were negligible after we controlled for fourth-grade test scores. Random offers of enrollment to oversubscribed charter schools resulted in positive impacts of such school attendance on math achievement but had no impact on cognitive skills. These findings suggest that schools that improve standardized achievement-test scores do so primarily through channels other than improving cognitive skills.
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C03	`02`	`X`	`FRE`	`@0 Réussite scolaire @5 04`
C03	`02`	`X`	`ENG`	`@0 Academic achievement @5 04`
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C03	`03`	`X`	`FRE`	`@0 Examen scolaire @5 05`
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Le document en format XML

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<front><div type="abstract" xml:lang="en">Cognitive skills predict academic performance, so schools that improve academic performance might also improve cognitive skills. To investigate the impact schools have on both academic performance and cognitive skills, we related standardized achievement-test scores to measures of cognitive skills in a large sample (N = 1,367) of eighth-grade students attending traditional, exam, and charter public schools. Test scores and gains in test scores over time correlated with measures of cognitive skills. Despite wide variation in test scores across schools, differences in cognitive skills across schools were negligible after we controlled for fourth-grade test scores. Random offers of enrollment to oversubscribed charter schools resulted in positive impacts of such school attendance on math achievement but had no impact on cognitive skills. These findings suggest that schools that improve standardized achievement-test scores do so primarily through channels other than improving cognitive skills.</div>
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<fC01 i1="01" l="ENG"><s0>Cognitive skills predict academic performance, so schools that improve academic performance might also improve cognitive skills. To investigate the impact schools have on both academic performance and cognitive skills, we related standardized achievement-test scores to measures of cognitive skills in a large sample (N = 1,367) of eighth-grade students attending traditional, exam, and charter public schools. Test scores and gains in test scores over time correlated with measures of cognitive skills. Despite wide variation in test scores across schools, differences in cognitive skills across schools were negligible after we controlled for fourth-grade test scores. Random offers of enrollment to oversubscribed charter schools resulted in positive impacts of such school attendance on math achievement but had no impact on cognitive skills. These findings suggest that schools that improve standardized achievement-test scores do so primarily through channels other than improving cognitive skills.</s0>
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</fC03>
<fN21><s1>153</s1>
</fN21>
</pA>
</standard>
</inist>
</record>

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EXPLOR_STEP=$WICRI_ROOT/Wicri/Linguistique/explor/CharterV3/Data/Francis/Curation

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{{Explor lien
   |wiki=    Wicri/Linguistique
   |area=    CharterV3
   |flux=    Francis
   |étape=   Curation
   |type=    RBID
   |clé=     Francis:14-0116998
   |texte=   Cognitive Skills, Student Achievement Tests, and Schools
}}

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Cognitive Skills, Student Achievement Tests, and Schools

Cognitive Skills, Student Achievement Tests, and Schools

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English descriptors

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