Test Scores, Classroom Performance, and Capacity in Academically Selective School Program Admissions
Test Scores, Classroom Performance, and Capacity in Academically Selective School Program Admissions
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学术选拔学校项目招生的考试成绩、课堂表现和能力
DOI：
10.1145/3617694.3623236
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发表时间：
2023
期刊：
影响因子：
--
通讯作者：
Das, Sanmay
中科院分区：
文献类型：
--
作者：
Bajwa, Nabit;Das, Sanmay
我们研究了学术选择性的K-12教育项目和吸引力学校的入学问题。许多州和公立学区要么根据法律要求，要么选择为那些表现出比同龄人有更高成就潜力的学生提供专门的课程（这些课程通常被称为为有天赋的、有成就的或学术上先进的学生开设的课程）。这类项目因可能加剧潜在的不平等而受到密切关注，而在录取这些项目时，考试成绩相对于其他因素的作用尤其受到质疑。我们引入了一个程式化的模型，其中人口由优势和劣势学生组成，这两个群体具有相同的潜在潜力的真实分布。优势人群更有可能在测试和课堂成绩上表现良好，但这种优势在高成就者和低成就者之间的分布特点不同。我们表明，在群体盲模型中，使用考试成绩和课堂成绩可以有效地缓解不平等现象，甚至超越了对其中一个或另一个应用不同阈值的群体意识模型。这伴随着一种“反转”现象，即在某些情况下，该计划优先录取课堂成绩较低但考试成绩较高的学生。我们还使用我们的模型来分析磁石学校或专业项目的能力如何影响两个人群之间的结果分布。
We study the admissions problem for academically selective K-12 education programs and magnet schools. Many states and public school districts are either required by law to, or choose to, offer specialized programs for students who show potential for higher levels of accomplishment than their peers (these are often referred to as programs for gifted and talented, high achieving, or academically advanced students). Such programs have come under scrutiny for potentially enhancing underlying inequities, and the role of test scores versus other attributes in admission to these programs has in particular been called into question. We introduce a stylized model in which the population consists of advantaged and disadvantaged students, with both groups having the same true distribution of underlying potential. The advantaged population is more likely to perform well in both tests and classroom achievement, with different characteristics for how this advantage is distributed among high-achievers and low-achievers. We show that, in a group-blind model, using both test scores and classroom achievement can be useful in mitigating inequities beyond even group-aware models that apply different thresholds on one or the other. This is accompanied by an “inversion” phenomenon where in some cases the program preferentially admits students with lower classroom achievement and a high test score. We also use our model to analyze how the capacity of the magnet school or specialized program affects the distribution of outcomes between the two populations.
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影响因子：
3.3
作者：
S. Berg
通讯作者：
S. Berg
DOI：
10.4324/9780429499821-33
发表时间：
2011
期刊：
Community Investments
影响因子：
--
作者：
Sean F. Reardon
通讯作者：
Sean F. Reardon
通过选择性信息获取实现公平分配
DOI：
--
发表时间：
2019
期刊：
AAAI/ACM Conference on AI, Ethics, and Society
影响因子：
--
作者：
William Cai;Johann D. Gaebler;Nikhil Garg;Sharad Goel
通讯作者：
Sharad Goel
缩小成绩差距：资优教育必须加入战斗
DOI：
--
发表时间：
2011
期刊：
影响因子：
--
作者：
D. Ford
通讯作者：
D. Ford
DOI：
--
发表时间：
2021
期刊：
American Economic Journal: Microeconomics
影响因子：
--
作者：
Emil Temnyalov
通讯作者：
Emil Temnyalov