Sentences with phrase «analysis of higher achievement»

The Higher Achievement Evaluation will examine whether out - of - school programs can help students meet the new Common Core standards by pairing an analysis of Higher Achievement's impact on academics with an examination of program fidelity, service contrast, and the extent to which mentors» instruction supports Common Core Common practices, standards, and learning strategies.

Not exact matches

The scientists behind these studies all seem to agree on the answer: rather than view narcissism as an evil to be always avoided, organizations should strive to understand that small doses of the characteristic are often inseparable from high achievement and make rational cost - benefit analyses.

The strengths of the study include the ability to compare outcomes by the woman's planned place of birth at the start of care in labour, the high participation of midwifery units and trusts in England, the large sample size and statistical power to detect clinically important differences in adverse perinatal outcomes, the minimisation of selection bias through achievement of a high response rate and absence of self selection bias due to non-consent, the ability to compare groups that were similar in terms of identified clinical risk (according to current clinical guidelines) and to further increase the comparability of the groups by conducting an additional analysis restricted to women with no complicating conditions identified at the start of care in labour, and the ability to control for several important potential confounders.

In a secondary analysis, the NSLY found that the achievement scores of children breastfed for at least 29 weeks were 1.5 points higher than those of children never breastfed (P =.01), but the authors considered their data about breastfeeding duration «less reliable» than data about whether a child was ever breastfed.

The combination of high expectations and adequate supports has been shown by several meta - analyses to be one of the most impactful strategies for improving academic achievement (Hattie, 2009).

Analyses of high - stakes exam systems around the world have demonstrated that they lead to significant achievement gains, but these are not comparable to the moderate - stakes system in Michigan.

We conducted our analysis alternately using absolute student achievement, measured with statewide mean SAT scores for the 1989 — 90 school year and the mean high - school dropout rate calculated from 1990 census data, and with a second measure that represents the deviation of actual achievement from expected student performance.

School financing policies should be driven by an analysis of what it costs to raise the bar and close the gap in student achievement, bringing teaching and learning opportunities in all schools up to a high standard.

An analysis of National Educational Longitudinal Survey (NELS) data, the report goes on, indicates that the kind of mathematics courses students take in high school are more related to math achievement than is the type of high school students attend.

The report cites an analysis of 1991 International Assessment of Educational Progress (IAEP) data as offering international evidence that private schools do not have significantly higher student achievement than public schools after controlling for student background.

As the authors of the meta - analysis point out, there are many known, malleable predictors of achievement test scores that have much higher associations with achievement than measures of grit, e.g., study skills, test anxiety, and learning strategies.

In addition to the country - level factors of per capita GDP and education spending per student, we include in our analysis information on the presence or absence of external exit exams (which research suggests are associated with higher achievement) and information on whether the country had a Communist government in 1970 (which may have affected both the size of the private sector and achievement).

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

A majority of St. Louis Public Schools students scored below proficient in math and English, but higher scores in the attendance and graduation - rate categories made up for poor results in academic achievement, Emily Stahly, a research assistant at the Show - Me Institute, found in an analysis earlier this year.

Several other high - quality analyses echo this finding, and while estimates vary a bit, there is a relative consensus: teachers statistically account for around 10 — 20 percent of achievement outcomes.

We supplement our analysis on math and reading achievement with similar analyses of the effects of entering a middle school on the probability of students» not being enrolled in a Florida public school in 10th grade (a proxy for dropping out of high school by this time) and on being retained in 9th grade (often a strong predictor that a student will leave school prior to graduation).

Greenwald et al.'s 1996 meta - analysis found that teachers» academic skills were shown to have a positive relationship to student achievement in 50 percent of the studies they analyzed, a much higher proportion than for teacher education or experience.

The institute is also an opportunity for educators to explore ways to use multiple measures to ensure that their assessments lead to a system of data collection and analysis that result in higher levels of student achievement.

In the third one - day institute series, Using Formative Assessment to Meet the Demands of the Common Core, educators will learn how to align the multiple measures of assessment available with the CCSS and create a system of data collection and analysis to enable higher levels of student achievement.

The analysis reveals that schools with the highest rates of poverty and the lowest rates of student achievement, as well as those with high concentrations of students of color, are the most likely to have teachers with unsatisfactory ratings.

The analyses show no evidence of any significant or sizeable effect of failing the exam on high school course - taking, achievement, persistence, or graduation for students with test scores near the exit exam passing score.

Students trained in social and emotional skills had academic achievement scores which were an average of 11 percentile points higher than those who did not, according to a meta - analysis of 213 studies (Weissberg, et al., 2015).

A meta - analysis conducted by Marzano, Waters, and McNulty (2005) found that several promotion - focused behaviors among school leadership are linked to higher levels of student achievement, including (1) serving as a change agent (challenging the status quo and leading efforts that have uncertain outcomes); (2) demonstrating flexibility (being comfortable with major changes and dissent); and (3) being an optimizer (encouraging innovation by portraying a positive attitude about teachers» ability to achieve what may seem to be beyond their grasp).

The National Center for Analysis of Longitudinal Data in Education Research (CALDER) took a deep look at the impact of high turnover on student academic achievement.

Analyses of student achievement in 26 Tribes TLC schools, and a subset of schools with high achievement growth show the following:

In its analysis of more than 15,000 high school transcripts from nine diverse school districts in California, 1 the Education Trust - West, a small nonprofit education policy and advocacy organization dedicated to closing opportunity and achievement gaps, found a pattern of schooling that should disturb us all.

Reach has as its core mission the improvement of student achievement outcomes as predictors of success in college or career in the 21st century, bringing attention to high - leverage instructional practices, including LDC, that empower teachers with effective practices, and a focus on a set of core habits (student engagement, academic learning behaviors, differentiation, intentionality, data analysis, and language and thinking development).

OECD analysis finds that about 15 percent of variability in the performance of American students is explained by socio - economic factors; the OECD average is 10 percent.13 Research suggests that if the PISA results of U.S. students are adjusted such that the distribution of low - income students is more similar to other countries with comparable post-industrial economies, both math and reading results would look significantly higher.14 This does not mean the United States should not be concerned about international comparisons of educational achievement, but it suggests that the conclusions drawn from rankings based on national averages are limited and that reality is more nuanced.

In this report, we present a cost analysis of Raising Educational Achievement Coalition of Harlem (REACH), a partnership between Teachers College, Columbia University, and five high - needs schools in Harlem, New York City.

The analysis contributes to mounting evidence that absenteeism puts students at greater risk of poor academic achievement and eventually dropping out of high school.

That analysis also finds that the effect of vouchers on student achievement is larger than the following in - school factors: exposure to violent crime at school, feeling unsafe in school, high teacher turnover, and teacher absenteeism.4

According to Hattie's analysis, collective teacher efficacy ranks as the second highest factor influencing student achievement with an effect size of 1.57 (far exceeding the.40 effect size considered to be effective).

Dronkers and Robert found in a 2008 analysis of PISA scores from 22 countries that «pupils at private government dependent schools have a higher net educational achievement than do comparable pupils at public schools with the same social composition.

Summary: Australian education researcher John Hattie's latest update to the Hattie Ranking, which incorporates the results of 1,200 meta analyses, places teacher estimates of achievement as the highest - impact influence on student learning and achievement.

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In a meta - analysis of sixty - three studies of nonresident fathers and their children, Joan Gilbreth and I found that children had higher academic achievement and fewer emotional and conduct problems when nonresident fathers were closely involved in their lives.48 We also found that studies of nonresident fathers in the 1990s were more likely than earlier studies to report positive effects of father involvement.

As research across neuroscience, developmental psychology, and economics demonstrates, early social - emotional, physical, and cognitive skills beget later skill acquisition, setting the groundwork for success in school and the workplace.15 However, an analysis of nationally representative data shows that 65 percent of child care centers do not serve children age 1 or younger and that 44 percent do not serve children under age 3 at all.16 Consequently, child care centers only have the capacity to serve 10 percent of all children under age 1 and 25 percent of all children under age 3.17 High - quality child care during this critical period can support children's physical, cognitive, and social - emotional development.18 Attending a high - quality early childhood program such as preschool or Head Start is particularly important for children in poverty or from other disadvantaged backgrounds and can help reduce the large income - based disparities in achievement and developmenHigh - quality child care during this critical period can support children's physical, cognitive, and social - emotional development.18 Attending a high - quality early childhood program such as preschool or Head Start is particularly important for children in poverty or from other disadvantaged backgrounds and can help reduce the large income - based disparities in achievement and developmenhigh - quality early childhood program such as preschool or Head Start is particularly important for children in poverty or from other disadvantaged backgrounds and can help reduce the large income - based disparities in achievement and development.19

Similarly, our recent analysis of the short - and long - term effects of North Carolina's ABC / CARE programs show lasting boosts in both IQ and socio - emotional skills that result in greater educational achievement, higher adult wages, and significantly better health outcomes that reduce health care costs.

Professor Heckman's value analysis of these programs reveals that investing in early childhood development for disadvantaged children provides a high return on investment to society through increased personal achievement and social productivity.

August and colleagues» (2002) intent - to - treat analyses revealed academic achievement that was significantly higher for the Early Risers intervention group, compared with the control group, after 3 years of intervention.

Weissberg and his colleagues recently completed an analysis of 300 scientific studies and reached two important conclusions: Students enrolled in such programs scored at least 10 percentage points higher on achievement tests than peers who weren't.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

As the authors of the meta - analysis point out, there are many known, malleable predictors of achievement test scores that have much higher associations with achievement than measures of grit, e.g., study skills, test anxiety, and learning strategies.