Small gains in student achievement may only be the tip of the iceberg.
Not exact matches
We address three main questions: Do
students attending charter schools
in these grades make larger or
smaller gains in achievement than they would have made
in traditional public schools?
Students in these grades make considerably
smaller achievement gains in charter schools than they would have
in traditional public schools, and the negative effects are not limited to schools
in their first year of operation.
Both showed significant
gains in achievement for
students in smaller classes, with larger
gains among minority and disadvantaged
students.
Results indicated that those
students in the
small class made greater
gains in reading
achievement compared to those
in the larger class.»
However, there is evidence that those
students who had only one to two years of
small classes
in grades K - 3 did not sustain their
achievement gains through grade 8, while those who had three to four years of
small classes were able to sustain their
achievement gains.
The study found that
students in the pilot districts posted bigger
gains — and,
in some cases,
smaller losses — on the California
Achievement Test than did
students in other systems.
At Anna Yates, she led the school to significant
achievement gains and improvements
in the educational experience of
students through community partnerships, parent outreach, and
smaller learning communities.
Children
in the top percentile of
student achievement in schools missing AYP saw
small gains in math and reading
achievement.
And a new study from the National Center on Performance Incentives at Vanderbilt University — although not studying the important question of whether teachers who receive high scores on TAP evaluations tend to produce greater
gains in their
students» test scores — found that a
small sample of secondary schools using TAP produced no higher levels of
student achievement than schools that hadn't implemented the TAP program.
Researchers found significant
achievement gains for
students in small kindergarten classes and additional
gains in 1st grade, especially for black
students.
With
small classes, individualized learning programs, strong teaching, and support from the local community, King / Chavez has more than tripled the
student achievement gains made
in the broader public school system.
Whether using the tools to provide one - on - one assistance or planned professional development for
small and large groups, the result will be the same: significant
gains in student achievement.»
Yet given these limitations, the results were striking: even when analyzing the
achievement of third graders who had the benefits of a
smaller class for only one year, as compared to those who were
in large classes, the
gains were substantial, especially for disadvantaged
students in inner - city schools.
In the small group of studies that examined academics, the researchers found that students performed better on achievement tests, tantamount to an 11 - percentile - point gain in achievemen
In the
small group of studies that examined academics, the researchers found that
students performed better on
achievement tests, tantamount to an 11 - percentile - point
gain in achievemen
in achievement.