Report on Standardized Testing in Lower-Income Schools Disputes Conventional Wisdom.

On Wednesday, October 26, 2005, the L.A. Times featured an interesting article summarizing the findings of a report on the effect of parental involvement on students’ progress.

The new study examining why similar California schools vary widely in student achievement produced some surprising results: Involved parents and well-behaved youngsters do not appear to have a major effect on how well elementary students perform on standardized tests.

Four other factors seemed to count a lot more, at least when combined in schools, according to EdSource, an independent group that studies state education issues.

The study of lower-income schools found that the strongest elements in high-performing schools are as follows:

1. Linking lessons closely to state academic standards;
2. Ensuring there are enough textbooks and other teaching materials;
3. Carefully and regularly analyzing student performance; and
4. Putting a high priority on student achievement. 

The study's authors say that these criteria show that poverty and other challenges need not keep students from doing well.