Sentences with phrase «achievement than other schools»

Put another way, it examines whether some schools have higher achievement than other schools that serve similar students and attributes that achievement difference to the principal.

Researchers who have studied the Tennessee data, mainly former University of Tennessee professor William Sanders and his colleagues, found that the effectiveness of teachers has more of an influence on student achievement than any other schooling factor.

Not exact matches

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 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.»

Even if we ignore the fact that most portfolio managers, regulators, and other policy makers rely on the level of test scores (rather than gains) to gauge quality, math and reading achievement results are not particularly reliable indicators of whether teachers, schools, and programs are improving later - life outcomes for students.

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.

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 classroom - based charters were 33 percent more likely to meet their state achievement goals than other public schools, according to the May 25 report.

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.

But the Republican governor, who is prohibited by law from running for a third term, also asked the legislature to concentrate on issues other than just school facilities — a topic that has dominated the legislature since a 2002 Arkansas Supreme Court decision ordered the state to improve student achievement and the conditions of schools.

«Some parents are better than others at helping their children make the connection between middle school achievement and post-high school plans,» Hill says.

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.

They discuss the Coleman Report's finding that family background explained more about student achievement than factors within the control of the school or other things that education policy can influence.

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.

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.

Students leaving KIPP schools have similar prior achievement to those leaving nearby middle schools, but the late entrants at KIPP schools tend to have had higher achievement than late entrants at these other schools.

Under the assumption that students in the same year of school are at broadly similar levels of achievement, teachers then teach the relevant year - level curriculum, accepting that some students inevitably will learn more of what they teach than others.

In other words, we ask whether teachers who receive higher TES ratings than other teachers in their school produce larger gains in student achievement than their same - school colleagues.

The study found that after multimedia technology was used to support project - based learning, eighth graders in Union City, New Jersey, scored 27 percentage points higher than students from other urban and special needs school districts on statewide tests in reading, math, and writing achievement.

And if you cut through the blather on the achievement record of Edison Schools, you'll find that it was materially higher than other comparable schools in their districts, including in Philadelphia.Schools, you'll find that it was materially higher than other comparable schools in their districts, including in Philadelphia.schools in their districts, including in Philadelphia.»

This evaluation problem is further complicated by the fact that schools have goals other than cognitive achievement (for instance, promoting citizenship, fostering individual development, and reducing drug use and violence) that are difficult to measure and are often achieved only with teachers» cooperation.

For example, in Alabama's 94 Reading First schools, the percentage of all 4th graders deemed to be proficient (stanine 5 and above) on the Stanford Achievement Test rose 12.7 points, from 40.1 percent in 2003 to 52.8 percent in 2007, more than twice as fast as the gain for students at other schools (which rose 5.5 points, from 64.2 percent to 69.7 percent in the same period).

Ironically, although Catholics historically placed less emphasis on education than did adherents of many other religions, their resistance to state - run schooling in many countries helped create institutional configurations that continue to spur student achievement.

When the researchers controlled for demographic variables (for example, wealthy suburbs offer more physics courses) and others, including overall academic achievement, high school physics contributed little more than one point.

Valor Collegiate is the only school in the state to be in the top 1 percent in academic achievement and growth, and more than 80 percent of Valor students say they feel safe and connected to others at the school.

Lecturer Rick Weissbourd, Ed.D.» 87, commenting on his new study that found that middle and high school students care more about personal achievement and being happy than caring for others.

But Latinos also have the lowest student achievement levels, with less access to early childhood programs, lower reading and math scores, a higher chance of dropping out of high school and worse odds of attending college than any other group.

Teacher effectiveness has more influence on student achievement than any other in - school factor.

A nonpublic school, other than a registered high school, shall be placed under department review when the school scores below one (or more) of the review criteria on indicators of student achievement specified in paragraph (7) of subdivision (p) of this section, has not shown improvement on such indicators over the preceding three school years, and has not otherwise demonstrated satisfactory performance on other student achievement indicators determined by the commissioner in consultation with the appropriate nonpublic school officials.

ASD schools outperformed the Tennessee state average in math and science in every year of operation — at a time when Tennessee's statewide academic achievement was improving faster than any other state in the country.

Establishes a system of meaningfully differentiating all public schools on an annual basis that is based on all indicators in the State's accountability system and that, with respect to achievement, growth or the other academic indicator for elementary and middle schools, graduation rate, and progress in achieving English language proficiency, affords: Substantial weight to each such indicator; and, in the aggregate, much greater weight than is afforded to the indicator or indicators of school quality or student success.

Economists Eric Hanushek, John Kain, and Steven Rivkin estimated that, at a minimum, variations in teacher quality account for 7.5 percent of the total variation in student achievement — a much larger share than any other school characteristic.

This is consistent with a number of studies that show larger effects in math than in reading, presumably because reading achievement is more strongly influenced by family and other factors besides schooling.

These firms believe that, using economies of scale as well as other tools that are more readily available to the private sector, they can build organizations that use time and resources more efficiently and effectively than public school districts, leading to higher student achievement at a similar cost.

The flood of disaggregated student achievement data loosed by NCLB has been extremely valuable — arguably the best thing about that statute — and we're better than ever before at identifying bad and mediocre schools, including schools that work well for some students but not for others.

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.

Scott notes that her study did not examine teacher perception surveys» uses other than the EES survey's relationship to student achievement nor did the research make any claims about whether changes in school goals, processes, and supports result in changes in student outcomes.

Despite ample research indicating that teachers matter more to student achievement than any other in - school factor, 32 both the Trump - DeVos budget and the House appropriations bill proposed eliminating the Supporting Effective Instruction State Grant program, often referred to as Title II grants after the section of the Every Student Succeeds Act (ESSA), a reauthorization of the Elementary and Secondary Education Act, that authorizes the funding.

From recruitment to retention, employing great educators plays a larger role in student achievement than any other decision school districts make, and TalentEdge is designed to support the human resources, absence management, professional development and administration officials who facilitate the talent life cycle to empower K - 12 education.

As head of the Partnership for Los Angeles Schools, he led a system of 17 urban public schools, serving over 15,000 students — and worked with parents and educators to raise graduation rates by 60 % and improve student achievement at a faster rate than any other school system in California with more than 10,000 stuSchools, he led a system of 17 urban public schools, serving over 15,000 students — and worked with parents and educators to raise graduation rates by 60 % and improve student achievement at a faster rate than any other school system in California with more than 10,000 stuschools, serving over 15,000 students — and worked with parents and educators to raise graduation rates by 60 % and improve student achievement at a faster rate than any other school system in California with more than 10,000 students..

Dr. Geoffrey Borman's recent meta - analysis of student achievement outcomes in 29 leading CSR models found that «the overall effects of CSR are significant, meaningful, and appear to be greater than the effects of other interventions that have been designed to serve similar purposes and student and school populations.»

Maryland's public school students made greater gains on a national standardized test than their peers in nearly every other state, although the achievement gap between white and minority students persists.

The data also suggest that school leaders who involve their teachers in student conduct policy decisions has a greater impact on student academic achievement than many other measures.

«Teachers matter more to student achievement, more than any other factor inside our school building,» Melinda Gates said.

In response, Jennifer Alexander, the acting chief executive officer for the Connecticut Coalition for Achievement Now (ConnCAN), made the following statement: «Right now, Bridgeport ranks 163 out of 165 school districts in Connecticut, with more students trapped in failing schools than in any other city in the state, according to the State Department of Education.

It's clear that socioeconomic factors have a far greater influence on achievement in the US than other school - based factors.

• To identify a direct and thus causational relationship between teachers and students, all other factors impacting student achievement, including out - of - school factors, would have to be controlled, resulting in a process that would cost more money and time than the state can fund.

States are required to choose one indicator other than academic achievement to evaluate schools and NYS chose chronic absenteeism, which refers to how many kids missed 15 or more days in a year.

-- In a December report on school efficiency and funding, no clear factors were found between funding, efficiency, and achievement, other than poor districts require more money.