Finn et al. (2014 Psychol Sci) conclude from a study of 1,400 Boston-area students that individual schools can account for a large degree of the variation in performance gains on (MCAS) standardized test scores. However, the same school-identity variable accounted for little of the variation in performance gains on tests of fluid intelligence (working memory, information processing speed, abstract problem solving, etc.).
Categorised in: Uncategorized
This post was written by Syngli