Sentences with phrase «added effect on student achievement»

- To evaluate the strength of each school's instructional culture, the effectiveness of the training program in meeting partner needs, and ultimately the value - added effect on student achievement results in partner schools

Not exact matches

In effect, value - added assessment «controls for» the influence of family income, ethnicity, and other circumstances on students» initial level of achievement.

More importantly, they say, the effects persisted when children were aged 11, but add `... the estimated effects of school starting age on other mental health constructs, which have weaker links to subsequent student achievement, are smaller and less persistent.»

This removes, albeit imperfectly, the effects of family background on student achievement, so that we can focus solely on what the schools add to student perform - ance.

The value - added measures are designed to provide estimates of the independent effect of the teacher on the growth in a student's learning and to separate this from other influences on achievement such as families, peers, and neighborhoods.

ii ABSTRACT Isolating the effect of a given teacher on student achievement (value - added modeling) is complicated when the student is taught the same subject by more than one teacher.

None of the measures of data use had a significant effect on student achievement when added to the equation on their own, nor did they have any unique explanatory value when combined with the four demographic measures in the final equation.

The most controversial of them include what is known as value - added models1 that use data from standardized tests of students as part of the overall measure of the effect that a teacher has on student achievement.

It is much harder to measure principal value - added because students don't change principals every year, and principals» effects on students are mostly indirect: principals affect student achievement through teachers.

In a provocative and influential paper, Jesse Rothstein (2010) finds that standard value - added models (VAMs) suggest implausible future teacher effects on past student achievement, a finding that

«The results add to a growing body of evidence nationally that so - called pay - for - performance bonuses for teachers that consist only of financial incentives have no effect on student achievement,» reports the Times» Sharon Otterman.

They did this using a value - added model as per current federal educational policy imperatives to assess the measurable effects of teacher education programs on their teacher graduates» students» learning and achievement as compared to other teacher education programs.

Dr. Good is also quick to acknowledge that, despite the reiterated notion that teachers matter and thus should possess (and continue to be trained in) effective teaching qualities (e.g., be well versed in their content knowledge, have strong classroom management skills, hold appropriate expectations, etc.), «fad - driven» education reform policies (e.g., teacher evaluation polices that are based in large part on student achievement growth or teachers» «value - added») have gone too far and have actually overvalued the effects of teachers.