Sentences with phrase «achievement than in schools»

The proportion of principals in their first year leading a school is roughly 40 percent higher in schools in the bottom quartile of average prior achievement than in schools in the top quartile; the proportion of principals that have been at their current school at least six years is roughly 50 percent higher in schools with higherachieving students.

Not exact matches

A more recent study is even more striking: «The achievement of students in Catholic high schools was less dependent on family background and personal circumstances than was true in the public schools.»

A monument to the importance of that achievement for the history of the Slavs is the very alphabet in which most Slavs write, which is called Cyrillic, in honor of Saint Cyril, the ninth - century «apostle to the Slavs,» who, with his brother Methodius, is traditionally given credit for having invented it... Not only among the Slavs in the ninth century, but also among the other so - called heathen in the 19th century, the two fundamental elements of missionary culture for more than a millennium have therefore been the translation of the Bible, especially of the New Testament, and education in the missionary schools.

According to my interpretation of data from meta - analyses and a nationwide data set, both racial and socioeconomic achievement gaps are 25 percent narrower in Christian schools than in public schools.

He recalled the solid achievements which were now to be seen in Ernestine Saxony, the results of the Visitation, of the preaching of a theology of faith and the circulation of the Little Catechism, and the German New Testament: «The young people, both boys and girls, grow up so well instructed in the Catechism and the Scriptures that I am deeply moved when I see that young boys and girls can pray, believe, and speak more of God and Christ than they ever could in the monasteries, foundations, and schools of bygone days, or even of our day.

More than 1,000 delegates voted to adopt a resolution which noted that «studies conducted by prominent researchers and renowned education experts show that individual merit pay plans have not helped to significantly improve student achievement in any of the United States school districts where they have been implemented.»

«The NASUWT has always stressed that progress measures are, in general, a more effective and equitable indicator of the contribution schools make to the achievement of pupils than those focused on assessment.

Since the majority of schools have remained public, school choice — which allows parents to choose between schools in the state sector — appears to have contributed to the decline in achievement rather than privatisation.

Since the No Child Left Behind Act went into effect in 2002, more data than ever have been made available on schools, the quality of their teachers, and their student achievement.

Pia Glatz, M.D., of the Karolinska Institutet, Stockholm, Sweden, and coauthors conducted a nationwide study of more than 2 million children born in Sweden from 1973 through 1993 by using a variety of national health care databases, school achievement registries, and the military conscription register.

Young children with disruptive behaviors have fewer opportunities to learn in school than their focused peers, and are at risk for lower levels of academic achievement.

According to research presented at the International Congress for School Effectiveness and Improvement in January 2011 (PDF, 168KB), «No other factor contributed to the change in student's achievement further than the intervention of DI.»

Charter school students in grades 3 through 8 perform better than we would expect, based on the performance of comparable students in traditional public schools, on both the math and reading portions of New York's statewide achievement tests.

Benefits to School Life Looking at the lasting impact of LOtC experiences in terms of academic performance, Learning Away's recent research found that school trips resulted in higher academic achievement, with 61 per cent of students achieving higher than their predicted grade following a school trip based on the subjectSchool Life Looking at the lasting impact of LOtC experiences in terms of academic performance, Learning Away's recent research found that school trips resulted in higher academic achievement, with 61 per cent of students achieving higher than their predicted grade following a school trip based on the subjectschool trips resulted in higher academic achievement, with 61 per cent of students achieving higher than their predicted grade following a school trip based on the subjectschool trip based on the subject area.

The first to examine the effects of financial incentives among urban public school students, it found that rewards can produce excellent results in closing the achievement gap — if they are tied to specific steps the students take rather than to grades or test results.

The research presently available on the potential of vouchers to improve achievement in public schools is also less than conclusive.

Sixty - seven thousand Milwaukee students ride buses, but academic achievement is no better than it was when students were taught in neighborhood schools.

In an effort to improve the achievement levels of their most disadvantaged students, the Dade County schools have launched a large new program this year that will place more than 17,000 elementary - school children in classes of 15 or feweIn an effort to improve the achievement levels of their most disadvantaged students, the Dade County schools have launched a large new program this year that will place more than 17,000 elementary - school children in classes of 15 or fewein classes of 15 or fewer.

As our schools serve greater numbers of Hispanic students and fewer whites, for example, we should expect achievement to decline somewhat because Hispanic students, who are more likely to live in poverty, tend to perform at lower levels, on average, than whites.

Achievements include the endowment of 16 professorships, thus tripling the School's number of named faculty chairs, and earmarking more than $ 11 million in gifts for financial aid.

The most extreme claim in the essay, among many, is that «the effect of vouchers on student achievement is larger than the following in - school factors: exposure to violent crime at school...» Yep, you read that correctly: selecting a private school for your child is as damaging to them as witnessing school violence.

A separate study of the ECLS - K data, also by Peterson and Llaudet, similarly showed that private school students gained significantly more in reading achievement than demographically similar public school students in schools with similar student populations.

Drawing on a six - year study that closely followed more than one thousand high - achieving fifth - and sixth - grade African - American, Latino, Indochinese, and Caucasian students, Bempechat uncovers the family and school practices and attitudes that contribute to high achievement in at - risk children.

Factors other than school quality could help to explain high levels of achievement of charter school students in these states — including the ability of parents to close underperforming schools.

Rather than attempting to develop and implement solutions for defined student groups, a more effective strategy for closing achievement gaps may be to work to ensure that evidence - based best practice is implemented as widely as possible in every school and every classroom.

As examples, he points to Rocketship, a group of schools in California serving low - income students that credits their high achievement in part to a daily two - hour computer lab; Carpe Diem, a top math performer in Arizona; and Robert A. Taft Information Technology High School, a Cincinnati school that converted to a technology focus and saw its graduation rate soar from 21 percent to more than 95 peSchool, a Cincinnati school that converted to a technology focus and saw its graduation rate soar from 21 percent to more than 95 peschool that converted to a technology focus and saw its graduation rate soar from 21 percent to more than 95 percent.

It is not right that we are having to pay this money for legal and structural changes to schools, rather than it being spent in ways which directly benefit the achievements of pupils.»

The Coleman Report, released in the summer of 1966, found that the family backgrounds of the student body had a greater influence on student achievement than did school resources, and that «a pupil's achievement is strongly related to the educational backgrounds and aspirations of other students in the school.»

The report's most contentious finding was that minority students attending Catholic schools had higher levels of achievement than those in public schools.

Blacks in less - integrated schools (places with fewer than expected cross-ethnic friendships) encounter less of a trade - off between popularity and achievement.

Estimates of teacher effects on achievement gains are similar in magnitude to those of previous econometric studies, but the authors found larger effects on mathematics achievement than on reading achievement, and in low socioeconomic status (SES) schools than in high SES schools.

In effect, he devotes this book to affirming James Coleman's 1966 finding that school differences have far less impact on achievement differences than do family characteristics, the mightiest of which, Rothstein says, is socioeconomic status.

They also seem to be willing to accept some propositions with highly circumscribed causal contingency — for instance, that reducing class size increases achievement (provided that it is a «sizable» change and that the reduction is to fewer than 20 students per class); that Catholic schools are superior to public ones in the inner - city but not in suburban settings.

This new edition of the book need take nothing back: the refusal or inability (often as a result of litigation) of schools to take into account or respond to the distinctive characteristics of boys is even more marked, the gap in school achievement between boys and girls even more substantial and troubling than in 2000.

A recent investigation of achievement in one large Tennessee school district (in which I am collaborating with Sanders and Paul Wright of the SAS Institute) has found that 20 percent of math teachers are recognizably better or worse than average by a conventional statistical criterion.

Although we found substantial drops in achievement during middle school for both groups of students, the first - year drop and cumulative deficit were, respectively, 50 percent and more than 200 percent greater for students who start at the lower end of the achievement distribution.

Conversely, parents in high - poverty schools value a teacher's ability to improve student achievement considerably more than parents in lower - poverty schools.

For example, a student who begins the year at the 50th percentile on the state reading and math test and is assigned to a teacher in the top quartile in terms of overall TES scores will perform on average, by the end of the school year, three percentile points higher in reading and two points higher in math than a peer who began the year at the same achievement level but was assigned to a bottom - quartile teacher.

This initial advantage in academic achievement dissipates sharply over time, however, and appears to vanish by high school when, as a 9th grader, the redshirted student is at most 7 percent older than his peers.

Because the studies use data from a single school year to contrast students in middle schools and K — 8 schools, most of the available research can not reject the possibility that differences between the groups of students, rather than in the grade configuration of their schools, are actually responsible for the differences in behavior and achievement.

Research on teacher quality, charter schools, school leadership, class size, and other factors in school quality is likely to be as or more important than research on race - specific policies for reducing gaps in student achievement.

With a seniority - based layoff policy, school systems may be forced to cut some of their most promising new talent rather than dismiss more - senior teachers, who may not be terribly effective in raising student achievement.

Reville played a primary role in the drafting and passage of the Achievement Gap Act of 2010 — the most sweeping education legislation since the landmark Education Reform Act of 1993 - which included the nation's first «smart cap» lift on charter schools and created the pathway for more than 44 Innovation Schools that are now up and running across theschools and created the pathway for more than 44 Innovation Schools that are now up and running across theSchools that are now up and running across the state.

Even after accounting for a host of other factors that influence student achievement, students who eventually attend middle schools go from scoring better than their counterparts in K — 8 schools in the year prior to transitioning to middle school to scoring below where we would expect if they were not attending a middle school.

According to the Global Report Card, more than a third of the 30 school districts with the highest math achievement in the United States are actually charter schools.

July 14, 2016 — Under former superintendent Cami Anderson, Newark Public Schools spent more per - pupil than any other district in the nation — a whopping $ 25,000 — but failed to improve achievement for its predominately minority student population.

But not for all the usual reasons that people raise concerns: the worry about whether we've got good measures of teacher performance, especially for instructors in subjects other than reading and math; the likelihood that tying achievement to evaluations will spur teaching to the test in ways that warp instruction and curriculum; the futility of trying to «principal - proof» our schools by forcing formulaic, one - size - fits - all evaluation models upon all K — 12 campuses; the terrible timing of introducing new evaluation systems at the same time that educators are working to implement the Common Core.

And, finally, do students who attend traditional public schools subject to competition from charter schools make larger achievement gains than they would have in the absence of charter schools?

Class size is more important than the length of the school day in the achievement of disadvantaged kindergarten children, concludes a study by the Chicago Board of Education.

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?