Timedora
Free Practice Quiz Question List

5 Measuring and Addressing Educational Inequality Online Quiz Questions

Use this free practice quiz with 20 questions to review 5 Measuring and Addressing Educational Inequality, test your knowledge, and prepare for your next test or exam.

20 questions
01
Choose one
1 point

A district wants to compare students' access to educational resources across schools. Which measure is a resource and access indicator rather than an academic outcome?

  1. A

    Attendance rate

  2. B

    Class size

  3. C

    Graduation rate

  4. D

    College completion

02
Fill in the blank
1 point

NAEP reports and differences between groups, rather than only a single national average.

03
Choose one
1 point

A state is revising its funding formula to address unequal educational resources. Which approach best describes equity-weighted funding?

  1. A

    Use the same funding amount for every school, regardless of student needs.

  2. B

    Direct additional funding to schools serving students with greater needs.

  3. C

    Replace all local support with tutoring programs.

  4. D

    Fund only schools that already have high test scores.

04
Fill in the blank
1 point

A funding formula can direct more money to schools with greater needs by including weights for .

05
Choose all
1 point

A district is evaluating a new school-improvement policy. Which practices are recommended for a sound evaluation? Select all that apply.

  1. A

    Compare outcomes before and after implementation.

  2. B

    Assume any observed change was caused by the policy.

  3. C

    Use a credible comparison group where possible.

  4. D

    Report only the overall average.

  5. E

    Disaggregate results and examine intended and unintended effects.

06
Choose one
1 point

Which conclusion best reflects the research using school-finance reforms as causal evidence?

  1. A

    Sustained increases in per-pupil spending improved educational attainment and adult economic outcomes, with larger benefits for children from low-income families.

  2. B

    Spending increases improved outcomes only when they were temporary.

  3. C

    Spending increases had no relationship to adult economic outcomes.

  4. D

    The study found that spending mattered only for students from high-income families.

07
Written response
1 point

What type of evidence is needed to estimate whether a policy changes student outcomes? Enter the term in two words.

08
Choose all
1 point

A school is designing a high-impact tutoring program. Which design features are supported as promising practices? Select all that apply.

  1. A

    Provide frequent sessions aligned with the curriculum.

  2. B

    Make the number of tutors hired the only measure of success.

  3. C

    Use small groups and provide regular feedback.

  4. D

    Include substantial time, consistent relationships, and monitoring of learning.

  5. E

    Avoid checking whether students attend.

09
Choose one
1 point

A district proposes expanding access to advanced coursework across school boundaries. Which consideration best reflects what can shape the effects of this kind of access policy?

  1. A

    Their success depends only on changes in national test averages.

  2. B

    They work regardless of admissions or school capacity.

  3. C

    Their effects depend partly on design, transportation, admissions, and receiving-school capacity.

  4. D

    They are effective only when all students attend the same school.

10
Open ended
1 point

A school board observes an average achievement gap between two student groups and claims that one school policy caused it. Explain why the gap alone does not establish that conclusion, and describe one approach that could help evaluate whether a policy changes outcomes.

11
Choose one
1 point

NAEP’s 2024 fourth-grade mathematics results reported that some student groups’ scores rose from 2022, while the national average remained below its 2019 level. Which conclusion best matches these findings?

  1. A

    All fourth-grade students’ mathematics scores were higher in 2024 than in 2019.

  2. B

    Some student groups’ scores rose from 2022, while the national average remained below its 2019 level.

  3. C

    The score changes prove that a particular school policy improved mathematics achievement.

  4. D

    Differences between groups disappeared by 2024.

12
Choose one
1 point

A report finds an average achievement gap between two student groups, but scores overlap substantially. How should the results be interpreted?

  1. A

    Treat each group average as an accurate description of every student in that group.

  2. B

    Assume that score overlap means there are no meaningful group-level disparities.

  3. C

    Report group patterns while recognizing within-group variation and uncertainty.

  4. D

    Exclude students who perform above their group average from comparisons.

13
Choose one
1 point

A district uses eligibility for subsidized meals as its only measure of socioeconomic status. What is the most appropriate concern when interpreting comparisons based on this measure?

  1. A

    Use it cautiously because a single indicator may not represent the full range of socioeconomic circumstances.

  2. B

    Use it as a complete measure because it captures every relevant family and community condition.

  3. C

    Avoid measuring socioeconomic differences because no indicator can be useful.

  4. D

    Treat it as proof that any observed achievement gap was caused by family income.

14
Choose one
1 point

A region is investigating why schools in lower-income communities have fewer resources. Which explanation is consistent with the evidence described?

  1. A

    Property-tax differences affect student outcomes only when schools have identical boundaries.

  2. B

    District boundaries prevent residential segregation from influencing school resources.

  3. C

    Local funding differences establish that every school-spending decision has the same effect.

  4. D

    Local property-tax reliance and district boundaries can contribute to resource differences and school separation.

15
Written response
1 point

Where possible, evaluators should compare outcomes against what kind of group? Enter the three-word term.

16
True or false
1 point

True or false: A sound evaluation should consider intended and unintended effects and, where possible, compare outcomes with a credible comparison group.

  1. A

    True

  2. B

    False

17
True or false
1 point

A school improvement plan identifies a shortage of course materials, but the school does not check whether materials reach classrooms or whether students benefit. Is identifying the shortage alone enough to determine that the plan succeeded?

  1. A

    True

  2. B

    False

18
True or false
1 point

A school makes less progress than expected while facing frequent absenteeism and teacher shortages. Do those conditions alone prove that its improvement strategy is ineffective?

  1. A

    True

  2. B

    False

19
Written response
1 point

A district funds a school improvement plan but has not checked whether the planned actions took place. What evaluation dimension should it check?

20
Written response
1 point

A school has identified staffing and course shortages, but its improvement plan has no specific targets. What should it set so progress can be assessed?