Sentences with phrase «achievement than other teachers»

A number of studies have found that the National Board Certification assessment process identifies teachers who are more effective in raising student achievement than other teachers.

Not exact matches

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.

Pointing out that student - achievement gains are more influenced by classroom teachers than any other factor, she said the focus...

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.

No study, however, has ever shown that National Board - certified teachers are any better than other teachers at raising student achievement.

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.

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.

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.

But preliminary new research focusing on Denver's residency program showed that teachers trained through the program were less effective at improving student achievement in math than other novice teachers in Denver.

It's true that Eisenberg failed to find a correlation between teachers» GPAs and their students» achievement, but GPA is considered a fairly crude measure of a teacher's subject - matter knowledge; teachers presumably take courses in college other than those in their subject area, courses that might drag their GPAs down.

«Districts currently pay about $ 8 billion each year to teachers because they have master's degrees, even though there is little evidence teachers with master's degrees improve student achievement more than other teachers,» Duncan said in a 2010 speech.

Student achievement remains a far more robust measure of teacher quality than many others available.

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

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.

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.

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.

Having teachers who care, that take time to listen, possess empathy, and demonstrate a positive regard for others have a greater impact on student achievement than those who don't (Hattie, Pg.

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.

Models of student achievement in a given year as a function of prior achievement and other controls tend to give higher correlations than other models, see: Daniel F. McCaffrey, Tim R. Sass, J. R. Lockwood, and Kata Mihaly, «The intertemporal variability of teacher effect estimates,» Education Finance and Policy, 4, no. 4, (2009): 572 - 606.

Senate Bill 191, which had already passed the Senate, tied evaluations to student achievement, revamped the tenure - granting process, and based teacher placement on factors other than seniority.

U.S. teachers grade homework far more than teachers in other countries, yet at least one study shows a negative correlation between grading homework and student achievement.

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.

Teachers who more effectively demonstrated the types of practices emphasized in any given system had greater student achievement gains than other tTeachers who more effectively demonstrated the types of practices emphasized in any given system had greater student achievement gains than other teachersteachers.

• 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.

Teacher Denise Casco at Vista del Valle Dual Language Academy in San Fernando said the inclusion of student achievement could disproportionately affect her because she serves a more disadvantaged community than others in the district.

The author estimates measures of value added for a subset of elementary teachers and show that charter movers were less effective than other mobile teachers and colleagues within their sending schools, by 3 to 4 percent of a student - level standard deviation in achievement.

The reading classes are grouped by achievement, not grade level, and are taught by someone other than the student's regular classroom teacher, so that more than one teacher is intimately familiar with each student.

Membership is open to all who support the health and educational achievement of our nation's children, and more than 4 million parents, teachers, community members, and other concerned citizens are currently PTA members.

Proponents point to positive benchmarks: District enrollment is growing; D.C. scores on the National Assessment of Educational Progress (NAEP) have improved (in some cases at a much faster rate than students in other large urban districts); and teachers who left the district after receiving low marks on D.C.'s new teacher evaluation system were replaced with higher - scoring teachers who boosted student achievement.

In Chicago, 100 percent of the teachers at Maria Saucedo Scholastic Academy voted to boycott the Illinois Standards Achievement Test, backed by the full support of the Chicago Teachers Union, which called it «an obsolete test [that] has no use to educators or administrators... and serves no purpose other than to give students another standardized testteachers at Maria Saucedo Scholastic Academy voted to boycott the Illinois Standards Achievement Test, backed by the full support of the Chicago Teachers Union, which called it «an obsolete test [that] has no use to educators or administrators... and serves no purpose other than to give students another standardized testTeachers Union, which called it «an obsolete test [that] has no use to educators or administrators... and serves no purpose other than to give students another standardized test.»

However, the connections manifested at lower levels than other critical factors influencing teachers» decisions to remain in a school, including the percentage of teachers on emergency credentials, student poverty levels, school size, and school designation levels for student achievement.

His overall findings might be surprising to some; more than socioeconomic status, teacher feedback, teacher - student relationship, and a host of other factors that one might expect to have a substantial impact on how well students do in school, Hattie found that by far the single strongest influencer of student achievement is collective teacher efficacy.

We consider the limited empirical research on the potential for systematic errors in value - added for these teachers, either because the models do not adequately account for the likely achievement growth of their students, or because they do not account for teachers being more or less effective for students with disabilities than they are for other students.

These models, which consider student growth on standardized tests, fall roughly into four categories: «value - added models» that do not control for student background; models that do control for student background; models that compare teachers within rather than across schools; and student growth percentile (SGP) models, which measure the achievement of individual students compared to other students with similar test score histories.

But instead of leaving teacher effectiveness completely up to local educators, its Encouraging Innovation and Effective Teachers Act (PDF) surprisingly requires states and districts to develop teacher evaluation systems that use multiple measures of evaluation; incorporate student achievement data; include more than two rating categories; are tied to personnel decisions; and are developed with input from parents, teachers, and otheTeachers Act (PDF) surprisingly requires states and districts to develop teacher evaluation systems that use multiple measures of evaluation; incorporate student achievement data; include more than two rating categories; are tied to personnel decisions; and are developed with input from parents, teachers, and otheteachers, and other staff.

In fact, the importance of experience may be clearer in the teaching profession than any other, as shown in a recent re-analysis of the STAR Tennessee experiment, showing that Kindergarten students had higher achievement and earnings as adults, depending on how long their teachers had been in the profession, with gains for every year up to twenty.

However, decisions about how best to use the achievement growth of students with disabilities for evaluating their teachers also must consider the accuracy of other measures of teaching and the costs of relying on these rather than on value - added.

Along with observations, scores on student learning objectives, and survey responses, [10] they might also include the value that teachers bring to student outcomes other than achievement test scores.

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 teaTeachers 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 teateachers 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 teateachers scored approximately 50 percentile points higher than students placed with three consecutive low - performing teachersteachers.99

Grade 5 teachers are particularly weak, but the data indicates that Achievement First's teachers should be evaluated as ineffective and the charter school chain should remove and replace all teachers other than those teaching in grade 3.

«Some teachers reliably elicit greater gains [in student achievement] than others, because of the differences in how they teach» (Brophy, 1992).

Differences in value - added from high - and low - stakes tests might be due to some teachers focusing more than others on superficial aspects of the tests and practices that improve student test scores but not student achievement.

We then assess the impact of these placements on student achievement in the classrooms in which student teaching occurs, and find that a teacher's students perform only slightly worse in math and not significantly better or worse in English Language Arts, all else equal, in years in which the teacher hosts a student teacher than in other years.

About 80 % said that their teachers are more concerned about achievement than caring for others.

Parents United for Responsible Education and the parent group More Than a Score strongly support the teachers at Chicago's Saucedo, Drummond, and any other Chicago Public Schools (CPS) and Illinois teachers who are refusing to administer the Illinois Standards Achievement Test to their students beginning on Monday, March 3.

Staff teams have stronger relations with all three teacher variables than any of the other within - school collective leadership sources, and staff teams are the only in - school source of collective leadership related to achievement (r =.28).

New research has identified teacher working conditions as having a greater effect on teacher turnover than most other factors, including student achievement and student characteristics.