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Quantifying State-Level Academic Achievement Gaps by Terry Spradlin — November 14, 2005In September 2005, the Center for Evaluation and Education Policy (CEEP) at Indiana University Bloomington issued a state-level report that quantified the academic achievement gaps that persist in Indiana between subgroups of students. This report received extensive media coverage across the state and has contributed to the K–12 education policy reform discussion policy makers and education leaders are having. The study entailed an in-depth analysis of a number of performance measures (in addition to state standardized testing) over time that could be replicated in other states to provide a clear picture of the extent of their achievement gaps. Following are the highlights of the CEEP report regarding the achievement gaps in Indiana.To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:
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- Terry Spradlin
Indiana University Bloomington
E-mail Author
Terry Spradlin is the Associate Director for Education Policy at the Center for Evaluation and Education Policy at Indiana University Bloomington. CEEP promotes and supports rigorous program evaluation and policy research primarily, but not exclusively, for education, human services and non-profit organizations. Its research uses both quantitative and qualitative methodologies. To learn more about CEEP, go to http://ceep.indiana.edu.
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