Subscribe Today
Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13

Similar Students, Different Results

by Trish Williams & Michael W. Kirst - January 25, 2006

Why do some California elementary schools serving largely low-income students score as much as 250 points higher on the state's academic performance index (API) than other schools with very similar students?

To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:

Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
Purchase this Article
Purchase Similar Students, Different Results
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.

Cite This Article as: Teachers College Record, Date Published: January 25, 2006
https://www.tcrecord.org ID Number: 12299, Date Accessed: 9/19/2021 2:11:13 PM

Purchase Reprint Rights for this article or review
Article Tools
Related Articles

Related Discussion
Post a Comment | Read All

About the Author
  • Trish Williams
    Executive Director, EdSource
    E-mail Author
    TRISH WILLIAMS, study project director, has been Executive Director of EdSource since 1992. Under her leadership, EdSource has expanded its research role, broadened the education policy topics it researches and reports on, diversified and significantly increased its audience reach within California and nationally, and established a reputation as a premier resource for high quality and impartial information, research, data, and analysis. Besides Similar Schools, Different Results, EdSource has conducted other surveys, including one the past two years with Californiaís 500+ charter schools, and participated on major research or evaluation teams, including California's Class Size Reduction Research Consortium and the state funded II/USP evaluation. Before coming to EdSource, Williams had served as a Presidential Management Intern and then a management analyst for three years in Washington D.C. at the U.S. Department of Health and Human Services. She subsequently served eight years as a program and policy consultant to the Oklahoma Commission on Children and Youth, a statewide agency with oversight powers over the state departments serving children. Williams's two sons are graduates of the Cupertino public schools where Williams served as an active volunteer at the elementary, middle, high school, and district levels. Williams holds a bachelors degree in English literature and a masterís degree in urban studies/public policy from her hometown school, the University of Tulsa.
  • Michael Kirst
    Stanford University
    E-mail Author
    MICHAEL W. KIRST, principal investigator for the study, has been Professor of Education and Business Administration at Stanford University since 1969. He is a faculty affiliate with the Department of Political Science, and has a courtesy appointment with the Graduate School of Business. Kirst was a member of the California State Board of Education (1975-1982) and its president from 1977 to 1981. Before joining the Stanford faculty, he held positions with the federal government including Staff Director of the U.S. Senate Subcommittee on Manpower, Employment and Poverty, and Director of Program Planning and Evaluation for the Bureau of Elementary and Secondary Education in the U.S. Office of Education. He has been a fellow at the Center for Advanced Study in Behavioral Sciences; a member of the National Academy of Education since 1979; Vice-President of the American Educational Research Association; and commissioner of the Education Commission of the States. He co-founded Policy Analysis for California Education (PACE) and is on the management/research staff of the Consortium for Policy Research in Education His numerous articles address school finance politics, curriculum politics, intergovernmental relations, and education reform policies. Recent books include The Political Dynamics of American Education (2005) and From High School to College (2004). Kirst holds a bachelor's degree in economics from Dartmouth College, an M.P.A. in government and economics from Harvard University, and a Ph.D. in political economy and government from Harvard.
Member Center
In Print
This Month's Issue