January 14, 2016 — A new report from the Center for American Progress, “Lessons From State Performance on NAEP: Why Some High-Poverty Students Score Better Than Others,” shows “a clear systematic relationship between standards-based reform and outcomes” for high poverty students. Low-income students in D.C., Florida, Massachusetts and Tennessee — states that stuck to the implementation of rigorous academic standards —  posted some of the largest gains on NAEP, while  states that were adverse to standards-based reforms showed the weakest achievement gains or even achievement dips of low-income students.

 

According to authors Catherine Brown, Vice President of Education Policy, and Ulrich Boser, Senior Fellow, standards-based reform appeared to boost scores in fourth-grade math and eighth-grade reading. 

Read the full report and additional commentary from RealClearEducation.


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