Sentences with phrase «effects of achievement level»

Not exact matches

Likewise, homeschooling seems to mitigate the negative effects of low levels of parents» education on student achievement — a finding that's especially intriguing since these parents are the educators — as well as the negative effects of family socioeconomic variables and race displayed in public schools.

A practical effect], or the fight sequences where we actually see Batman beat down hordes of the ungodly with surprising ease — and savagery; while we could talk about superb performances [Christian Bale, Aaron Eckhart, Gary Oldman and the rest cast are all in top form] or debate the questions raised by the film for hours, and / or the film's achievement purely on an entertainment level, what makes it a masterpiece is that it is all of these things and more.

Pieces of Hickey and Boggs, Point Blank, Targets keep going by, and always the effect is to remind us of better films, films of varying worth but, nevertheless, movies alive on some level of achievement or inferred intention.

For example, a quasi-experimental study by the Educational Testing Service found that teachers with a high level of engagement in a large - scale mentoring program (California Formative Assessment and Support System for Teachers) improved both teaching practices and student achievement, producing an effect size equivalent to half a year's growth (Thompson, Goe, Paek, and Ponte, 2004).

On the third page of the study, the authors write: «Negative voucher effects are not explained by the quality of public fallback options for LSP applicants: achievement levels at public schools attended by students lotteried out of the program are below the Louisiana average and comparable to scores in low - performing districts like New Orleans.»

In effect, value - added assessment «controls for» the influence of family income, ethnicity, and other circumstances on students» initial level of achievement.

The gains are large when compared to other possible policy interventions, such as the effects of attending a school with higher average achievement levels or enrolling in a charter school.

In reading, by contrast, assignment to a Level II or Level III teacher was associated with a large and statistically significant increase in reading achievement, while estimates of the effects of having a teacher from both of the other two groups remained positive but statistically insignificant.

The results are consistent with other studies that show a substantial return (up to 50 percent of a standard deviation on standardized achievement tests) to achievement from observed classroom quality, with greater effects often accruing to children with higher levels of risk and disadvantage.

This included: attendance levels (studies show a positive relationship between participation in sports and school attendance); behaviour (research concludes that even a little organised physical activity, either inside or outside the classroom, has a positive effect on classroom behaviour, especially amongst the most disruptive pupils); cognitive function (several studies report a positive relationship between physical activity and cognition, concentration, attention span and perceptual skills); mental health (studies indicate positive impacts of physical activity on mood, well - being, anxiety and depression, as well as on children's self - esteem and confidence); and attainment (a number of well - controlled studies conclude that academic achievement is maintained or enhanced by increased physical activity).

A meta - analysis (including 74 rigorous studies and over 56,000 K - 12 students) found that mathematics computer applications produce a small but positive effect on mathematics achievement, and, specifically, programs that supplement traditional math instruction with additional instruction at students» individualized assessed levels of need showed greater effects on math achievement.

Differences among schools in their facilities and staffing «are so little related to achievement levels of students that, with few exceptions, their effect fails to appear even in a survey of this magnitude,» the authors concluded.

Although, as the authors note, «most non-urban students do reasonably well in any case,» the causal effect of a year of non-urban charter attendance is a substantial reduction in achievement in all levels and subjects, on the order of 0.16 standard deviations in middle school with almost a quarter of a standard deviation decline in high school math.

Positive effects of charter schools on student achievement were found at both the middle and high school levels and across subjects.

The premise is that there would be a cumulative effect of principal turnover during this time, which would appear as an overall low level of achievement in the schools in the most recent three years.

Early intervention effects include lower rates of retention, higher levels of academic achievement, fewer special education services, and a stronger commitment to graduating from high school (Stegelin, 2004).

While they found school leadership could have a positive effect on student achievement, they also discovered school leadership could have a negative effect if a principal lacked specific leadership responsibilities such as understanding the level of change that needed to be implemented at a given school.

Both the complexity and the level of detail in state reading standards are important areas of analysis because they are likely to impact the development of local systems of curriculum, instruction, and assessment in ways that will significantly effect student achievement.

But because school effects on average levels of achievement are smaller than the effects of families and communities, even if teachers were the largest school effect, they would not be a very big portion of the overall effect.

The report found that «a more positive school climate is related to improved academic achievement, beyond the expected level of achievement based on student and school socioeconomic status backgrounds,» and can mitigate the negative effects of poverty on academic achievement.

It turns out that the quality of state standards is not related to past gains in student achievement, the levels at which states set past proficiency standards did not make a difference in achievement, and standards have little effect on the variation on National Assessment of Educational Progress (NAEP) scores both within and among states.

Related, and on this point we agree, «teacher pay incentives is one area that we know a good deal about, based on analysis of actual policy variation, and the results are not terribly promising... experiments generally show performance bonuses, a particular form of pay for performance, have no significant student achievement effects, whether the bonus is rewarded at the individual teacher level» (p. 89).

The gains at the high school level were «particularly noteworthy, as there is little systematic evidence that any of the many high school reforms attempted to date have had a positive effect on student achievement.»

This study examines the multi-faceted public school choice environment in the District of Columbia and the effects of alternative public schools on the achievement levels of students who exercise this type of school choice.

It is more likely, however, that this enlargement of statewide achievement testing will only heighten the harmful effects that most of today's state - level achievement tests are having on children.

Downer and his team point out that while many studies have pointed to increased levels of engagement and learning related to teacher - student racial and ethnic match, notably,» no studies of ethnic match / mismatch effects in preschoolers have examined academic achievement outcomes,» and most of the work done in this area has been based on interviews with teachers or classroom observations, Downer said.

Floor effects occur when the test is too difficult; students may get all or most of the answers wrong, and so the test is unable to measure their level of achievement.

«In this investigation, the effect of the flipped classroom and associated differentiation was studied to measure the impact on student achievement and student stress levels.

He explains that simplistic reform efforts, such as Race to the Top and VAM - based teacher evaluation systems, overvalue teacher effects in terms of the actual levels of impact teachers have on student achievement.

Research shows sizeable effects of computerized training on executive functions if the difficulty level, or «working memory load,» is adaptively increased, on nonverbal intelligence and on parent reports of self - regulation behaviour in children with ADHD, but evidence for transfer to academic achievement and classroom behaviour is not fully consistent.18

There is evidence that maltreated children are at greater risk for lifelong health and social problems, including mental illnesses, criminality, chronic diseases, disability1 and poorer quality of life.2 A history of child maltreatment is also associated with lower adult levels of economic well - being across a wide range of metrics, including higher levels of economic inactivity, lower occupational status, lower earnings and lower expected earnings.3 Existing research suggests a ripple effect caused by lower educational achievement, higher levels of truancy and expulsion reducing peak earning capacity by US$ 5000 a year4 or an average lifetime cost of US$ 210012 per person1 when considering productivity losses and costs from healthcare, child welfare, criminal justice and special education.