But only four of these studies were based on students» outcomes and most of them were more than 25 years old, which means they predated the «value added» methodology of
assessing educational effects that is now standard practice.
Not exact matches
Murray bases his empirical claims on what he calls «three reality tests»: The Coleman Report, published in 1966,
assessed the
effects of inequality of
educational opportunity on student achievement.
Every layer of
educational bureaucracy should infuse students as well, positioning in them in powerful roles that
effect not only individual students, but all students; not as recipients, but as active partners who design, implement, critically
assess, and make substantive decisions about the education system as a whole.
When Congress passed the 1964 Civil Rights Act, it included a mandate for a nationwide study to
assess the
effects of inequality of
educational opportunity on student achievement.
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.
It says the DfE has tried to «
assess whether creating free schools is having the intended
effect of improving
educational standards through competition but the sample size is currently too small to draw meaningful conclusions».