Kati Haycock's scientific contributions
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Publications (2)
Describes successful school and state efforts to close the achievement gap in low-income, high-minority schools. Suggests four principal-initiated actions to replicate these efforts: Take responsibility for closing achievement gap; use standards to reshape curriculum and instruction; find ways to provide extra instruction for student who need it; a...
Describes some steps school districts can take to meet student achievement standards of the No Child Left Behind Act. Includes using the "Bully Pulpit," employing standards to reshape instruction, providing a rigorous curriculum aligned with standards, providing extra instruction for students who need it, and assigning the better teachers to studen...
Citations
... Proponents of the tests consider them an effective and efficient means of holding administrators and teachers accountable for in1proving education (Gulek, 2003), as well as for motivating students to learn. In particular, highstakes testing has been supported as a means of forcing the educational establishment to close the achievement gap between low-income, minority students and other student groups (Haycock & Jerald, 2002;Scheurich & Skrla, 2001 ). Those who oppose high-stakes testing have presented a litany of arguments against the tests. ...
Reference: Teachers Perceptions of High Stakes Testing
... Though social scientists consistently note the existence and persistence of race-based achievement gaps in several educational outcomes, from grade point averages (GPAs) to standardized tests and graduation rates (Dunham and Wilson 2007;Farley 2003;Green 2001;Haycock 2001;Hunn 2014;Jeynes 2011), there is some disagreement about the underlying causes and, hence, suggestions about how to bridge these gaps. Researchers focusing on the intersecting effects of economic inequality and race, for example, argue the gap would naturally close by providing schools and families with the economic resources they need (Harvey 2008;Rothstein 2004). ...
