Study: Ind. High School Students Scores No Better on ACT

ANGELA PASCOPELLA's picture
Wednesday, July 18, 2012

A study published this week in the Journal of Research in Science Teaching covering thousands of Indiana high school seniors from three graduating classes finds that students at schools showing consistent improvement on the Indiana Statewide Testing for Educational Progress exam performed no better on the ACT science and math college entrance exams than classmates from declining schools.

"The Consequences of 'School Improvement': Examining the Association Between Two Standardized Assessments Measuring School Improvement and Student Science Achievement" is the work of Adam Maltese, assistant professor of science education in the Indiana University School of Education, and Craig Hochbein, assistant professor of leadership, foundations and human resource education in the College of Education and Human Development at the University of Louisville.

Maltese and Hochbein studied between 3,000 and 5,000 Indiana 12th-graders for each of the years 2008, 2009 and 2010 from 87 to 114 schools in each year. They examined how the students from schools classified as improving on ISTEP English and math scores (scoring higher continuously through the three years) performed on the science section of the ACT.

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