Growth measures at least attempt to estimate
the actual impact of schools on students; status measures do not.
Not exact matches
«By now it's a familiar pas de deux in the public
schools,» wrote New York magazine columnist Robert Kolker about the early months
of retention and the relatively small
actual impact on retention figures.
To solve this problem, we used as an instrumental variable whether or not a student was offered a voucher to predict the probability that she attended a private
school; with these predicted values, we can provide an unbiased estimate
of the
actual impact of switching from a public - to a private -
school.
Ullman says: «If we keep making curricular decisions that
impact hundreds
of thousands
of kids, if we're making these decisions that
impact huge groups
of the
school community based on assumptions, based on ideas with no
actual research backing them up, based on fear — that's just curricularly - irresponsible.»
Participating in the voucher program * had a substantial positive
impact on parents» views
of school safety but not on students»
actual school experiences with dangerous activities.
Given the state
of our understanding about distributed leadership, therefore, policymakers and leadership developers would do well to adopt a more conservative attitude toward the concept until more evidence is developed to move the term beyond the obvious and provide a clearer understanding
of its
actual impact on
schools and students.
To the contrary, the 2007, 2008, 2009, 2010, and 2017 Department
of Education Reports all found that although participation in the voucher program had a substantial
impact on parents» views
of school safety, it did not have any
impact on a students»
actual school experience with dangerous activities.
Putting aside the reality that the
actual number
of poor parents with four or five children in the
school system is extremely low, the stunningly ignorant and disturbing approach to «doing something» about the crippling
impact of poverty in Hartford is a stark reflection about how out -
of - touch many in the Corporate Education Reform Industry actually approach the real issues that are limiting educational achievement in Hartford and other poor communities across Connecticut and the nation.