Sentences with phrase «at average student achievement»

It is possible, of course, that looking at average student achievement could divert our attention from changes for particular groups of students.

Not exact matches

In choosing schools, at - risk students place less weight on academic indicators, and low performing students are more likely to attend a school with low average achievement.

Black students in the experimental group, in contrast, did significantly better academically than their peers in the control group — cutting in half the average achievement gap between racial groups seen at the start of the study.

Lucero feels that there is not enough emphasis on science in classes at LES, and students typically have a poor showing in achievement tests on science and math compared to the national average.

In other words, the average student in a state without accountability would have performed at the 53rd percentile of achievement had that student been in a state with an accountability system, all other things being equal.

Students were protecting themselves from extra work by ostracizing high achievers, «constraining the fast minority,» and holding down the achievements of those who were above average, «so that the school's demands will be at a level easily maintained by the majority.»

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.

Looking directly at impacts on student achievement, and carefully controlling for a variety of potentially confounding factors, we find results quite consistent with these averages (see Figure 5).

Hanushek writes that the NRC's average estimated impact of test - based accountability at 0.08 of standard deviations of student achievement «may well be too low.»

On the third page of the study, the authors write: «Negative voucher effects are not explained by the quality of public fallback options for LSP applicants: achievement levels at public schools attended by students lotteried out of the program are below the Louisiana average and comparable to scores in low - performing districts like New Orleans.»

According to California's state accountability results, the average student in Beverly Hills is at the 76th percentile in math achievement relative to other students in the state.

The math achievement of the average student in Beverly Hills is at the 53rd percentile relative to our international comparison group.

According to the study, entitled «When the Best is Mediocre,» the math achievement of the average student in Beverly Hills, California, is at the 53rd percentile relative to the international comparison group.

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.»

For example, a student who begins the year at the 50th percentile on the state reading and math test and is assigned to a teacher in the top quartile in terms of overall TES scores will perform on average, by the end of the school year, three percentile points higher in reading and 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.

A 2013 quasi-experimental analysis found that, «on average, extended learning time (ELT) tutorials at Match Charter Public High School raised student achievement on the 10th grade English language arts examination between.15 and.25 standard deviations per year.»

The proportion of principals in their first year leading a school is roughly 40 percent higher in schools in the bottom quartile of average prior achievement than in schools in the top quartile; the proportion of principals that have been at their current school at least six years is roughly 50 percent higher in schools with higherachieving students.

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.

Outside observers are better, on average, at identifying teachers who are effective at boosting student achievement than in - building administrators.

Within KIPP schools, students in early grades have lower entering achievement levels, on average, than those in later grades, a pattern that is not evident at district schools.

In reading, the achievement gap has improved slightly more than in math (0.3 standard deviations), but after a half century, the average black student scores at just the 22nd percentile of the white distribution.

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.

In Arizona, a state that has always had charter schools that draw middle - class students, there is evidence that, on average at least, charters are not doing any better at raising student achievement than district schools; outside of urban areas, they appear to do a bit worse.

The school board decided to require the two - hour reading block at 59 elementary and 12 middle schools where students average scores of 25 or less on the Stanford Achievement Test.

Because of the way tracking was done (splitting the grade into two classes at the median baseline test score), the two students closest to the median within each school were assigned to classes where the average prior achievement of their classmates was very different.

Rigorous studies consistently show that the impact of a more - effective teacher is substantial A high - performing teacher, one at the 84th percentile of all teachers, when compared with just an average teacher, produces students whose level of achievement is at least 0.2 standard deviations higher by the end of the school year.

The more levels in the index, the better it will be at accurately representing the average achievement of students in the school.

Examining 277 separate studies on the effect of teacher - pupil ratios and class - size averages on student achievement, he found that 15 percent of the studies found an improvement in achievement, while 72 percent found no effect at all — and 13 percent found that reducing class size had a negative effect on achievement.

Increases in achievement for African American and Latino students, in particular, were substantially higher than the average gains for students overall at all three age groups and in both subjects.

By and large, L.A. Unified charters also outperform the district average in API scores and graduation rates for Latino and African American students, and students from low - income families; in other words, they are succeeding at closing the socioeconomic achievement gap that plagues U.S. education.

He examined 277 different studies on the effect of teacher - pupil ratios and class - size averages on student achievement, he found that 15 percent of the studies found an improvement in achievement, while 72 percent found no effect at all — and 13 percent found that reducing class size had a negative effect on achievement.

He examined 277 different studies on the effect of teacher - pupil ratios and class - size averages on student achievement, and found that only 15 percent of the studies indicated an improvement in achievement, while 72 percent showed no effect at all.

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.

Subject - matter achievement is reported in two ways — average scale scores and the percentages of students performing at achievement levels based on scale scores.

At a forum Wednesday hosted by the Wisconsin Association of School Boards, Holtz and Evers disagreed over why the state continues to see massive gaps in average academic achievement between black students and white students.

Noting the lack of rigorous analysis of the role principals play in determining student outcomes, the study's authors measure how average gains in achievement, adjusted for individual student and school characteristics, differ across principals - both in different schools and in the same school at different points in time.

To repair aging classrooms, ensure student health, safety and achievement and keep pace with technology, upgrade aging plumbing, electrical, lighting, heating / ventilation, safety / security systems, shall this Hawthorne School District measure be adopted to repair, construct, acquire classrooms, sites / equipment, and issue $ 59,000,000 in bonds, at legal rates, levy on average 3 cents / $ 100 assessed value ($ 3,000,000 annually) while bonds are outstanding, require independent audits / oversight, and all money for local schools?»

Closing the Achievement Gap (15 points) Looks at the bottom 25 % of school's student population compared to state averages.

Facing the challenges associated with an increase in student population from 3,600 in 2001 to over 13,000 in 2017, Vail has used the Beyond Textbooks approach to increase student achievement in math and reading from levels near or below state averages prior to the advent of the program to pass rates that are now consistently 20 % or more above state averages and greater than 90 % year after year at most grade levels.

The trend analysis data for a given school shows how effective the school is in maintaining the average achievement levels of students at the 25th, 50th, and 75th percentile achievement levels for two different cohorts of students — a group that was enrolled from 1996 - 1998 and a group enrolled from 2003 - 2005.

Comparisons of the at - risk intervention group with the high - average and low - average classroom groups at the transition period showed that the at - risk students had closed the achievement gap with their average peers.

Special consideration is given to projects that use technology in innovative ways to enhance education, wireless technology applications and / or projects benefiting students in economically disadvantaged areas, or from schools which currently perform at below - average levels in academic achievement.

From where EdTrust sits, the uproar over the Florida plan (and similar plans like it) also ignores its contention that Cut the Gap in Half actually forces states, districts, and schools to work harder because they must improve achievement for poor and minority students at annual clips greater than the average rate.

On some international benchmarks, U.S. students perform at average or below - average levels among peers in other developed nations and have shown no change in achievement levels on those measures over time.

But though Florida students overall score at or above national averages in the fourth grade, student achievement diminishes on the grade 8 assessments.

In other cases where overall performance is at least average, several states with narrower - than - average achievement gaps serve student populations that are less diverse compared to the make - up of the student population nationally.

Teachers with students with higher incoming achievement levels receive classroom observation scores that are higher on average than those received by teachers whose incoming students are at lower achievement levels, and districts do not have processes in place to address this bias.

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.

If the letter grading system can not be averaged then no grade can be below «B,» or student must have at least a 3 in a 4, 3, 2, 1 point system or its equivalent, or student is included in a «Dean's List,» «Honor Roll» or comparable list indicating scholastic achievement.

Achievements can include an increase in student grade point average, reduction in absenteeism, securing a grant, an increase in grade level of a few at - risk students.