Sentences with phrase «as average student achievement»

• «The amount of homework for high school seniors has decreased... and grades have risen as average student achievement has been declining.»

Not exact matches

On average, today's teachers are older and hence their preparation for teaching occurred when academic achievement was not recognized as the primary purpose of schooling; their professional experience was in institutions that did not demand academic performance from them or their students.

As our schools serve greater numbers of Hispanic students and fewer whites, for example, we should expect achievement to decline somewhat because Hispanic students, who are more likely to live in poverty, tend to perform at lower levels, on average, than whites.

And it put a special focus on ensuring that states and schools boost the performance of certain groups of students, such as English - language learners, students in special education, and poor and minority children, whose achievement, on average, trails their peers.

When teachers receive well - designed professional development, an average of 49 hours spread over six to 12 months, they can increase student achievement by as much as 21 percentile points (Yoon, Duncan, Lee, Scarloss, and Shapley, 2007).

Winning the lottery increased the average achievement of students» classroom peers by as much as a full standard deviation in some subjects.

Classroom «Crisis»: Many Teachers Have Little or No Experience MSNBC, September 26, 2011 «While education experts caution that lack of experience isn't necessarily an indication of a teacher's ability, student achievement scores do show that on average a first - year teacher is not as effective as a third - year teacher, said Susan Moore Johnson, an expert on teacher recruitment and retention at the Harvard Graduate School of Education.»

Illustrative of this, when we divided teachers into five equal - sized groups based on the average prior academic achievement of their incoming students, we found that roughly three times as many (29 %) of the teachers with the least prepared incoming students were identified as low performing based on classroom observations relative to teachers with the most prepared students incoming students (11 %).

As a result, we tested the relationship between classroom observations and a teacher's average student - achievement gains.

Teachers» average student - achievement gains based on such tests are more volatile from year to year (which translates to lower reliability) and are only weakly related to other measures, such as classroom observations and student surveys.

This may be why real costs per student have increased substantially (nearly doubling in the past 30 years) while the performance of schools, as measured by average student achievement, has not risen at all.

For a better sense of the magnitude of these estimates, consider a student who begins the year at the 50th percentile and is assigned to a top - quartile teacher as measured by the Overall Classroom Practices score; by the end of the school year, that student, on average, will score about three percentile points higher in reading and about two points higher in math than a peer who began the year at the same achievement level but was assigned to a bottom - quartile teacher.

He finds that replacing the least effective 5 to 8 percent of all teachers with average teachers would bring the U.S. to a level of student achievement equivalent to that of Canada, and replacing the least effective 7 to 12 percent of teachers with those of average effectiveness would «move the United States to the level of the highest - performing countries in the world, such as Finland.»

If we then turn to the labor market, a student with achievement (as measured by test performance in high school) that is one standard deviation above average can later in life expect to take in 10 to 15 percent higher earnings per year.

Achievement gaps between students of color and white students are higher than the national average, as are the gaps between the college enrollment rates of students of color and white students.

An analysis released in today's Education Gadfly finds that new charter schools in disadvantaged communities are almost four times as likely to reach above - average rates of student achievement as the closest district school.

PLA schools were defined as those with baseline achievement in the lowest five percent (based on three - year average proficiency rates) as well as having made the least progress in raising student achievement over the previous five years.

The inclusion of larger percentages of students with disabilities — 11 percent in both grades in 2009 compared with eight percent in 2007 — did not impact overall achievement as average scores and proficiency levels for the commonwealth's fourth and eighth graders were similar to 2007.

All 3 of these schools were nominated by district administrators as typical rather than above average for the district in terms of primary - grade students» reading achievement.

Before enrolling in KIPP, typical students had lower achievement levels than both the average in the elementary school they attended and the average in the district as a whole.

With students learning on DreamBox for 100 minutes per week, Ms. Funk credits the program with helping her students increase their math achievement scores, as measured by the STAR Math Enterprise ™ assessment, by one grade equivalent in six months, moving from an average grade equivalent score of 1.3 to 2.3.

As examples, studies that use student test performance to measure teachers» effectiveness — adjusted for prior achievement and background characteristics — demonstrate that, on average, teachers add more to their students» learning during their second year of teaching than they do in their first year, and more in their third year than in their second.

According to TNTP, it is estimated that districts spend an average of $ 18,000 per teacher on professional development, but teachers don't seem to be improving (especially as evidenced by stagnant student achievement results).

Although Gaetz's bill does not include fiscal expenditures, as noted in the main text (§ IV, supra), in reviewing the start time / academic achievement studies undertaken by fellow economists, Columbia University Assistant Professor of Finance and Economics Jonah Rockoff and the Walter H. Annenberg Professor of Education Policy, Professor of Economics, and Professor of Education at the University of Michigan, Brian Jacob, concluded that delaying middle and high school start times «from roughly 8 a.m. to 9 a.m. -LSB-,]» will increase academic achievement by 0.175 standard deviations on average, with effects for disadvantaged students roughly twice as large as advantaged students, at little or no cost to schools; i.e., a 9 to 1 benefits to costs ratio when utilizing single - tier busing, the most expensive transportation method available.

It required schools to publish their scores on state tests not just as averages, but broken down by students» race, sex and other groups, a rule that most educators agree has focused attention on narrowing achievement gaps.

Test - based student achievement measures show that, on average, charter schools perform just about as well as their peers in traditional public schools.

A closing thought on the moral imperative: as a society, if we only help the weakest teachers improve, we're not going to improve the average levels of achievement by enough to ensure our students can find work and thrive in the 21st Century.

Three years after closures, the public - school students had gained, on average, what equates to 49 extra days of learning in reading — gaining more than a year of achievement growth, as measured by state reading exams.

The inclusion of larger percentages of students with disabilities and limited English proficient students in the 2009 Virginia testing samples did not significantly impact achievement as average scores, and proficiency levels for the commonwealth's fourth and eighth graders were similar to 2007.

Assertions that the sector has «fulfilled one of its core missions — equity for students — by establishing itself as a primarily urban phenomenon with significant chains of schools that are closing achievement gaps» (Lake, 2013, p. 1) are countered by claims that «charter schools, on average, don't have an academic advantage over traditional public schools, but they do have a significant risk of leading to increased segregation» (Rotberg, 2014, para 2).

³ The Tennessee report identified TFA as the most effective of the state's 42 teacher - preparation programs, with corps members demonstrating a greater impact on student achievement than the average new teacher in every evaluated subject area.

The results of student performance on the NAEP reading assessment are presented in two ways: as average scores on the NAEP reading scale and as the percentages of students attaining NAEP reading achievement levels.

The student demonstrated intellectual giftedness as evidenced by any of the following: standardized achievement test scores (90th + percentile), scores on tests of general aptitude (125 + IQ), or other objective and subjective indicators of potential for well - above - average academic performance.

Research from PISA shows that students from single - parent families aren't performing as well on average as students from other types of families, and this month, Burns explains some of the ways in which schools and educators can help, including «raising awareness of achievement gaps, providing hands - on support, establishing a good relationship with the student and his / her parent (s) or helping with homework and academic difficulties.»

The effect size of 0.62 that Higgins and his colleagues found for achievement in school subjects is equivalent to moving an «average» class of students from the 50th percentile to the 73rd percentile on a standardized measure, such as a reading or math test.

They serve students of all achievement levels — advanced, average, and struggling — by identifying where they have areas of need, as well as where they are excelling.

Delaware, which serves a proportionally larger population of black students than the nation serves as a whole, exhibits a similar pattern with respect to the white - black achievement gap in reading — stronger early - grades performance, but below - average overall performance by eighth graders.

The question of interest is whether students» academic achievement (measured as grade point average) at Time 1 was related to the change in social acceptance over the course of the year.

For example, students in Alaska's secondary schools with full - time librarians were almost twice as likely as those without them to score average or higher on achievement tests.

The positions are being eliminated — I believe because of the lack of direct data within our school or district that shows what we do has an impact on student achievement, even though dozens of studies show that we do, such as the Keith Curry Lance studies in Colorado (http://www.lrs.org/documents/lmcstudies/CO/CO2brochure.pdf): «Schools with well - developed library media programs average 10 - 15 % / 18 % higher reading scores.»

Merit - Based Aid: This includes financial awards to a student based primarily on special talents he or she exhibits such as above - average academic achievement, art, music or athletic aptitude.

As a law school student, you may have some good grades or some pretty average ones, and some achievements and anecdotes under your belt, but don't worry if you are not the best candidate.

KEY ACHIEVEMENTS IN TEACHING • Developed and implemented effective environment for 2nd grade students through functional displays, bulletins and interest centers • Increased student involvement in after class projects by 40 % utilizing effective mentoring abilities • Designed lesson plans and instructional materials from scratch, following implementation of new curriculum • Introduced instructional strategies such as group discussion and inquiry which helped in bringing student grades from an average of B to A

Research also shows that SEL not only improves achievement by an average of 11 percentile points, but it also increases prosocial behaviors (such as kindness, sharing, and empathy), improves student attitudes toward school, and reduces depression and stress among students (Durlak et al., 2011).