Sentences with phrase «teacher achievement ratio»

For two decades, advocates of class - size reduction have referenced the findings from the Student Teacher Achievement Ratio (STAR) project, a class - size experiment conducted in Tennessee in the late 1980s.

The Student / Teacher Achievement Ratio (STAR) project compared the academic achievement of low - income elementary students in small classes of 13 - 17 with that of similar students in larger classes of 22 - 25.

This study presents new evidence on the test - score consequences of a teacher's race by examining data from Tennessee's well - known experiment in reducing class size, Project STAR (Student Teacher Achievement Ratio).

Well, not quite, say researchers from the Student / Teacher Achievement Ratio project, or Project STAR for short.

In the Tennessee Student / Teacher Achievement Ratio experiment, known as Project STAR, children entering kindergarten were randomly assigned to class types, which were randomly assigned to teachers.

The study considered by most experts to be the landmark experimental study on the effects of class size is known as the STAR (Student / Teacher Achievement Ratio) project.

Project STAR (Student Teacher Achievement Ratio) was a large - scale class - size experiment that began with kindergarten students in the fall of 1985.

Coincidentally, a compelling way to evaluate the success of the career ladder system comes via data from Governor Alexander's Student Teacher Achievement Ratio program.

The Tennessee Student / Teacher Achievement Ratio Experiment (STAR) class - size study inspired action at the federal and state levels.

Not exact matches

A new, in - depth report takes a look at how states spend education money and finds that the most cost - effective ways of increasing student achievement are by reducing pupil - teacher ratios, providing more prekindergarten programs, and providing teachers with discretionary classroom resources — not by raising teacher pay.

Coleman found that variation in school resources (as measured by per - pupil spending and student - to - teacher ratios) was unrelated to variation in student achievement on standardized tests.

The major substantive chapters of the book place Swedish expenditure and achievement in comparative perspective (in both, Sweden rates high); show that the decline in education inputs during the 1990s worsened the teacher - student ratio and teacher quality; review the international research on the effects of school choice; and test for the effects of school choice in Sweden on achievement.

The school characteristics include whether it is in an urban area, grade level (e.g., high school), the number of students enrolled, student - teacher ratio, the percentage of students who are eligible for the free or reduced - price lunch program, the percentage of minority students, and measures of student achievement in reading and math.

These characteristics include, in addition to a variety of measures of student achievement as of 1996, the percentages of students in the school that are eligible for free school meals, those who are nonwhite, and those with special educational needs; the pupil - teacher ratio and the number of students enrolled; whether the school is all girls, all boys, a religious school, or in London; and several measures of the qualifications of the teaching staff.

While student - teacher ratios are strikingly reduced from past years, the hoped - for improvement in academic achievement associated with more intimate circumstances has not occurred.

These same schools report poor achievement by other major student groups as well, and have a set of characteristics associated generally with poor standardized test performance — such as high student - teacher ratios, high student enrollments and high levels of students living in or near poverty.

Examining 277 separate studies on the effect of teacher - pupil ratios and class - size averages on student achievement, he found that 15 percent of the studies found an improvement in achievement, while 72 percent found no effect at all — and 13 percent found that reducing class size had a negative effect on achievement.

He examined 277 different studies on the effect of teacher - pupil ratios and class - size averages on student achievement, he found that 15 percent of the studies found an improvement in achievement, while 72 percent found no effect at all — and 13 percent found that reducing class size had a negative effect on achievement.

He examined 277 different studies on the effect of teacher - pupil ratios and class - size averages on student achievement, and found that only 15 percent of the studies indicated an improvement in achievement, while 72 percent showed no effect at all.

In 1998, he released the results of his research that examined 227 separate studies on the effect of teacher - pupil ratios and class size averages on student achievement.

Eliminate the 25:1 student - to - teacher ratio for virtual charter schools — a measure based on no convincing empirical evidence that it raises student achievement — and take virtual charters out of the category of independent study.

Our recent research examines the evaluation of the Student Achievement Guarantee in Education (SAGE) program (Molnar, Smith, and Zahorik, 2000; Molnar et al., 2001; Zahorik, Molnar, Ehrle, & Halbach, 2000), an initiative that requires participating schools to maintain the student - teacher ratio in K — 3 classes at 15:1 and develop rigorous, standards - based academic curriculums.

None of the pressures in the last paras have affected my staff here, because we are completely confident that the pupil: teacher ratios we run are the best in the long term for both pupil progress and achievement and teacher's well being.

«Any time that we can reduce student - teacher ratios, we have a chance to improve student achievement,» Pope said.

Though most practitioners would argue that little harm is done to the student who receives an intervention that was not absolutely necessary, a recent meta - analysis of research on reading interventions for students in grades K — 3 indicates that moderate to large gains in reading achievement were achieved when teacher - to - student ratios were no more than 1:5, and most interventions used groupings of 1:1 or 1:3 (Scammacca, Vaughn, Roberts, Wanzek & Torgesen, 2007).

He made five overarching points: that's it's possible to implement measures of teacher effectiveness, that LA Unified has a higher ratio of ineffective teachers than school districts studied by other researchers, that a disproportionate number of ineffective teachers in LA Unified serve Latino and African American students, that effective teachers have a causal effect on student achievement and that teachers have long - term impacts not only on student achievement but also lifetime earnings.

Grant recipients use funds to help close the gap between student and staff member ratios, reduce the number of disciplinary referrals in schools, and support other project - specific goals, including: strategies to improve attendance and achievement, counselor and teacher professional development, social skills development, and initiatives that foster community - based organization involvement to provide mental health services.