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100			_aFischer, Christian _956317
245			_aWhen Do Students in Low-SES Schools Perform Better-Than-Expected on a High-Stakes Test? Analyzing School, Teacher, Teaching, and Professional Development Characteristics/
260			_bSage, _c2020.
300			_aVol 55, Issue 8-9, 2020( 1280–1314 p.)
520			_aThis empirical study analyzed data from 638 teachers and 11,800 students in low-socioeconomic status (SES) urban schools (and schools with urban characteristics) exploring associations of school, teacher, teaching, and professional development characteristics toward student performance on the revised Advanced Placement (AP) Biology and AP Chemistry examinations. The analyses indicated that districts per-student funding allocations, the days of instruction, teachers’ knowledge and experience, and some aspects of teachers’ professional development participation were significantly associated with student performance on AP science examinations that was better than predicted by students’ Preliminary Scholastic Aptitude Test (PSAT) scores.
700			_aFishman, Barry _956318
700			_aLevy, Abigail Jurist _956319
700			_aEisenkraft, Arthur _956320
700			_aDede, Christopher _956321
700			_aLawrenz, Frances _956322
700			_aJia, Yueming _956323
700			_aKook, Janna Fuccillo _956324
700			_aFrumin, Kim _956325
700			_aMcCoy, Ayana _956326
773	0		_010959 _916913 _dSage, 2019. _tUrban education
856			_uhttps://doi.org/10.1177/0042085916668953
942			_2ddc _cEJR
999			_c13992 _d13992