Sentences with phrase «time on the academic achievement»

For instance, Peter Hinrichs, «When the Bell Tolls: The Effects of School Starting Times on Academic Achievement,» Education Finance and Policy, 2011, found no benefits in terms of ACT scores.

The Causal Effect of School Start Time on the Academic Achievement of Adolescents,» American Economic Journal: Economic Policy, 2011.

Not exact matches

It's easy to fall into the mindset that you'll have time to be happy and enjoy yourself after you accomplish x, y, and z. However, human nature (and plenty of academic research) suggests that after each major achievement, our brain adapts and then sets its sights on a new goal.

The Massachusetts Expanded Learning Time (ELT) Initiative is based on the notion that providing teachers with more time to teach and plan, and giving students additional exposure to academic enrichment and extracurricular activities, will increase student achievement and teacher effectivenTime (ELT) Initiative is based on the notion that providing teachers with more time to teach and plan, and giving students additional exposure to academic enrichment and extracurricular activities, will increase student achievement and teacher effectiventime to teach and plan, and giving students additional exposure to academic enrichment and extracurricular activities, will increase student achievement and teacher effectiveness.

Educators and the education policy community will be familiar with his work on topics including homework, extra-curricular activities, remediation in higher education, and the impact of part - time jobs on academic achievement.

Jefferson is so successful, the Harvard researchers conclude, because it has «more instructional time, a relentless focus on academic achievement, and more parent outreach» than other schools.

Illustrative of this, when we divided teachers into five equal - sized groups based on the average prior academic achievement of their incoming students, we found that roughly three times as many (29 %) of the teachers with the least prepared incoming students were identified as low performing based on classroom observations relative to teachers with the most prepared students incoming students (11 %).

At the same time, we can't allow for definitions of academic growth and achievement to focus too narrowly on exams (the approach embodied by NCLB).

In tackling this task, Feinberg says, they «backed into» the five essential tenets of the KIPP model: High Expectations (for academic achievement and conduct); Choice and Commitment (KIPP students, parents, and teachers all sign a learning pledge, promising to devote the time and effort needed to succeed); More Time (extended school day, week, and year); Power to Lead (school leaders have significant autonomy, including control over their budget, personnel, and culture); and Focus on Results (scores on standardized tests and other objective measures are coupled with a focus on character developmetime and effort needed to succeed); More Time (extended school day, week, and year); Power to Lead (school leaders have significant autonomy, including control over their budget, personnel, and culture); and Focus on Results (scores on standardized tests and other objective measures are coupled with a focus on character developmeTime (extended school day, week, and year); Power to Lead (school leaders have significant autonomy, including control over their budget, personnel, and culture); and Focus on Results (scores on standardized tests and other objective measures are coupled with a focus on character development).

Participation in afterschool programs is influencing academic performance in a number of ways, including better attitudes toward school and higher educational aspirations; higher school attendance rates and lower tardiness rates; less disciplinary action, such as suspension; lower dropout rates; better performance in school, as measured by achievement test scores and grades; significant gains in academic achievement test scores; greater on - time promotion; improved homework completion; and deeper engagement in learning.

Because they're already above the «proficient bar» in academic achievement at a time when most federal and state policies are fixed on boosting low achievers over that bar, schools and teachers have little incentive to focus on their educational needs or to devote resources to their schooling.

For Winn, a better alternative would be to base accountability not on a student's academic «status» at any one point in time, but instead on documented «growth» in achievement.

It inaugurated big - time federal aid to K - 12 education, initially in the name of equitable opportunity, now more targeted on academic achievement and gap - closing.

A research professor of education at New York University, Ravitch recently published a book, Reign of Error: The Hoax of the Privatization Movement and the Danger to America's Public Schools — which argues that the crisis in American education is not a crisis of academic achievement, but of the destruction of public schools across the country — that landed in the number 10 spot on the New York Times Best Seller list.

Performance - based compensation systems must consider gains in student academic achievement as well as classroom evaluations conducted multiple times during each school year among other factors and provide educators with incentives to take on additional responsibilities and leadership roles.

Other school characteristics associated with better student achievement included: more time spent on English instruction; teacher pay plans that were based on teachers» effectiveness at improving student achievement, principals» evaluations, or whether teachers took on additional duties, rather than traditional pay scales; an emphasis on academics in schools» mission statements; and a classroom policy of punishing or rewarding the smallest of student infractions.

For school leaders who have been under pressure to meet standards and improve academic achievement, December provides a time to reflect on the past few months -LSB-...]

Describing the most important aspects of instructional leadership in more detail and clarity, this refined version of the framework helps school leaders better identify areas for instructional improvement and focus their time and energy on academic achievement for all students.

Although Gaetz's bill does not include fiscal expenditures, as noted in the main text (§ IV, supra), in reviewing the start time / academic achievement studies undertaken by fellow economists, Columbia University Assistant Professor of Finance and Economics Jonah Rockoff and the Walter H. Annenberg Professor of Education Policy, Professor of Economics, and Professor of Education at the University of Michigan, Brian Jacob, concluded that delaying middle and high school start times «from roughly 8 a.m. to 9 a.m. -LSB-,]» will increase academic achievement by 0.175 standard deviations on average, with effects for disadvantaged students roughly twice as large as advantaged students, at little or no cost to schools; i.e., a 9 to 1 benefits to costs ratio when utilizing single - tier busing, the most expensive transportation method available.

As we have worked together to craft our revised Denver Plan this spring, I have spent much time engaging with our teams on how to best accelerate our academic improvements and close our achievement gaps.

He wants states to use funds to ease limits on charter schools, tie teacher pay to student achievement and move for the first time toward common academic standards.

Summary: In a time where the focus is on academics and achievement even for our youngest students.

Expanding School Resources and Increasing Time on Task: Effects of a Policy Experiment in Israel on Student Academic Achievement and Behavior

That allows teachers to spend more classroom time on academics but the connection to student achievement can often be indirect.

Studies of students who attend high - quality programs for a significant period of time show improvements in academic performance and social competence, including better grades, improved homework completion, higher scores on achievement tests, lower levels of grade retention, improved behavior in school, increased competence and sense of self as a learner, better work habits, fewer absences from school, better emotional adjustment and relationships with parents, and a greater sense of belonging in the community.

In an effort to settle the case, the district and its teachers» union reach agreement on an evaluation program that factors in standardized test scores as well as Academic Growth over Time, a mathematical formula used to measure student achievement.

The focus on high expectations, high levels of achievement, and college readiness for all has lead to a school year that has not time for anything except academics, and it doesn't even have time to do that properly if you're a student who doesn't get something the first time it's taught.

Meanwhile, TAPTM: The System for Teacher and Student Advancement, adopted by districts across the country, created a system of master teachers and mentor teachers to help alleviate some of the time burden on principals by providing full - or part - time release hours to conduct teacher evaluations; provide extensive feedback and instructional demonstrations; identify context - relevant, research - based instructional strategies; analyze student data; create school - wide academic achievement plans; and interact with parents.

Each time a taunt based on a child's exceptionality (such as «nerd» or «dweeb») is permitted in the classroom or on the playground, each time a highly gifted child is deliberately held back academically, each time a school policy prohibits academic acceleration or continuous progress, we need to ask, «What messages are we giving all children about developing talents, about the value of academic achievement, and about intellectual diversity?»

The principal focused on retaining and hiring effective teachers, implemented data - based decision making, increased learning time, and concentrated on family engagement to significantly increase academic achievement.

At the same time, Connecticut has one of the nation's largest academic achievement gaps, and Governor Malloy has faced pushback from teachers unions on his efforts surrounding teacher evaluation.»

And, Fletcher said, the program's key measure of student achievement — known as Academic Growth Over Time — is based on state standardized tests that will be phased out in the next few years as California moves toward a new national curriculum and assessments.

Teachers are the most important in - school factor for student achievement.97 Indeed, research estimates that teachers have two to three times the effect of any other school factor, such as school services and leadership, on student academic performance.98 An oft - cited study underscores the scope of this effect, finding that students with three consecutive high - performing teachers scored approximately 50 percentile points higher than students placed with three consecutive low - performing teachers.99

USDE further elaborated that at that time, the only choice for special education students was to either take a grade - level assessment or an alternate assessment based on alternate academic achievement standards and that neither of these options provided an accurate assessment of what these students know and can do.

Tillman said this week he'd be in favor of changing the formula to better account for students» academic growth over time rather than one - day achievement on tests.

Educators have always nurtured such skills in children, but pressure to demonstrate academic achievement still causes many schools to focus most instructional time on core academics.

In a summary of the studies on extended time in «School Reform Proposals: The Research Evidence», noted researcher Gene Glass found that increases in the time allocated for schooling would be expensive and would not produce appreciable gains in academic achievement — especially as compared to smaller classes.

At the same time that DoDEA is expanding data collection on its graduates, there is strong bipartisan support for an amendment to the Elementary and Secondary Education Act that would require states and school districts to report the academic achievements of children from military families.

Recent theoretical work suggests that bullying might arise out of early cognitive deficits — including language problems, imperfect causal understanding, and poor inhibitory control — that lead to decreased competence with peers, which over time develops into bullying.14, 15 A small number of studies provide circumstantial evidence that such a hypothesis might have merit7: 1 study found a link between poor early cognitive stimulation and (broadly defined) inappropriate school behavior, 16 and another found cognitive stimulation at age 3 years to be protective against symptoms of attention - deficit disorder at age 7 years.17 A study of Greek children found that academic self - efficacy and deficits in social cognition were related to bullying behavior.18 A large US national survey found that those who perceive themselves as having average or below - average academic achievement (as opposed to very good achievement) are 50 % to 80 % more likely to be bullies.8 Yet these studies are based on cross-sectional surveys, with the variables all measured at a single point in time.

Includes articles about sleep timing and quality; racial / ethnic differences; role of sleep disruptions in emotional security and academic achievement; behavior development; marital relationship in the 1st year of life; family stress and insomnia; and other effects of sleep disturbances on family dynamics.

In evaluating the deleterious effects of missing in - school time, empirical research has almost exclusively focused on absences, and the scant amount of empirical literature on tardiness has focused on academic achievement.

On a yearly basis, data with regard to time in program, academic achievement, behavioural problems and anxiety problems were collected.

In another study, observations of peer victimization during class time predicted restricted growth within one academic year on students» state - based standardized reading achievement test scores, after statistical control of their previous reading achievement test scores, ADHD symptom severity, and ability grouping (i.e., tracking) in their classroom [30].