Report: Low-achieving and high-achieving students receive different instruction
from Education Week
In reading, math and science, teachers whose students scored low on a national test reported being less likely to ask their classes to engage in higher-order thinking or offer them advanced work than teachers whose students scored high, a report from the National Center for Education Statistics finds. The new analysis uses data from the 2015 NAEP assessment. As a component of the test, teachers and students answered survey questions about classroom instruction — what content teachers covered and what activities they did.
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