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.
Not exact matches
Annual
average improvement target of 2.5 percentage point
gains in achievement on state reading and math tests between 2018 and 2025 for all students and student subgroups; plan includes goal of reaching a graduation rate of 90 percent by 2025 for all students and student subgroups
On
average, teachers and schools that engage
in better quality collaboration have better
achievement gains in math and reading.
(To generate the weights, we regressed a teacher's
average student -
achievement gain in one class against the three different measures from another class, resulting
in weights of.758,.200, and.042 on value - added, student survey, and classroom observation, respectively).
On the vertical axis is predictive power, or correlation with a teacher's
average student -
achievement gain working with a different group of students
in 2009 — 10.
We therefore employ a third approach that gauges the amount of variation
in principal effectiveness directly by measuring the additional fluctuation
in school
average achievement gains when a new principal assumes leadership, as compared to typical fluctuations from year to year.
In simplest terms, we compare average student achievement gains in the same school under different principal
In simplest terms, we compare
average student
achievement gains in the same school under different principal
in the same school under different principals.
The
gains are large when compared to other possible policy interventions, such as the effects of attending a school with higher
average achievement levels or enrolling
in a charter school.
We do find, for example, that the
average achievement gains in a teacher's classroom
in 2002 — 03 is a modestly stronger predictor of the principal's rating than the
gains in any previous year.
Focusing on the additional variation
in school
average achievement gains around principal transitions reduces the magnitude of the estimates.
It is true that on
average, an additional $ 1000
in per - pupil spending is associated with an annual
gain in achievement of one - tenth of 1 percent of a standard deviation.
The department should specify that a probationary teacher is «ineffective» during their fourth year of teaching if: (i) a teacher's
average student
achievement gain during their second through fourth year of teaching falls below that of the
average first - year teacher
in their district or (ii) the classroom observations done by external observers during their second through fourth year of teaching falls below that of the
average first - year teacher.
Moreover, the reason for a school's failure to win an award was often not that African - American and Latino students were lagging behind, but that white non-Hispanic students experienced slower growth
in achievement: the
average school with multiple racial subgroups witnessed larger
gains for African - American and Latino students than for white students.
The intervention produced substantial
gains in measured student
achievement in the year following its completion, equivalent to moving the
average student from the 50th to the 59th percentile
in achievement test scores.
First, we made a straightforward comparison of the
average test - score
gains in classrooms run by TFA and non-TFA teachers, controlling for a variety of factors known to influence academic
achievement, including students» backgrounds, the students» previous performance on the TAAS, characteristics of their schools, and characteristics of their classmates.
Students
in schools run by the largest management company, Edison Schools, have, on
average, posted meaningful
achievement gains in every year those schools have been open.
It's long been noted that, by most measures, the
average teacher improves enormously
in the first several years on the job, after which student -
achievement gains (one gauge of teacher effectiveness) level off.
A 2014 study by the National Bureau of Economic Research of the Florida Tax Credit Scholarship Program concluded that, on
average, FTC students neither
gained nor lost ground
in achievement in math and reading compared to students nationally.
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.
When the overall population contains a greater share of students from lower - performing racial / ethnic groups, then
achievement must go up even more to produce
gains in the
average score for all students.
On - site classroom studies have indicated an
average 16 percentile point
gain in student
achievement when teachers employed strategies within the Marzano Causal Model.
It can also help students make significant
gains in academic
achievement — on
average, a
gain of 11 percentile points
in reading and math, according to a 2011 review of more than 200 studies published
in the journal Child Development.
In fact, research has indicated that a low income child who has a high quality teacher five years in a row will have learning gains, on average, high enough to completely eliminate the achievement gap with their more affluent peer
In fact, research has indicated that a low income child who has a high quality teacher five years
in a row will have learning gains, on average, high enough to completely eliminate the achievement gap with their more affluent peer
in a row will have learning
gains, on
average, high enough to completely eliminate the
achievement gap with their more affluent peers.
News Release Wednesday, November 30, 2011 Media Contact Christine Rafanelli, Communications Director Colorado Children's Campaign Office: (303) 620-4544, Cell: (720) 281-8175 Van Schoales, CEO, A + Denver (303) 725-1151 DENVER PUBLIC SCHOOLS MAKES STEADY
GAINS IN ACADEMIC
ACHIEVEMENT, BUT OUTCOMES REMAIN BELOW STATE
AVERAGES AND
ACHIEVEMENT GAPS HAVE GROWN Start with the Facts Report Examines Student...
On
average, the practice of having students track their own progress was associated with a 32 percentile point
gain in their
achievement.
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.
By 2007,... «despite additional per - pupil resources,» privately managed schools like Edison's «did not produce
average increases
in student
achievement that were any larger than those seen
in the rest of the district,» while «district - managed restructured schools outpaced the
gains of the rest of the district
in math.»
A study by the RAND Corporation and Research for Action found that «despite additional per - pupil resources,» privately managed schools like Edison's «did not produce
average increases
in student
achievement that were any larger than those seen
in the rest of the district,» while «district - managed restructured schools outpaced the
gains of the rest of the district
in math.»
One of the biggest changes
in achievement gaps between 1971 and 2012 is a 27 - point narrowing between the
average reading scores of black and white 17 - year - old students.The report's data indicate that such race - based gaps have narrowed because black and Hispanic students have made larger
gains than their white peers.
Suppose that students
in these schools make, on
average, a five - point
gain in achievement.
Low - income students lose more than two months
in reading
achievement during the summer, while high - income students, on
average, see reading
gains during the summer.
While white, black and Hispanic children all made modest test score
gains in DC since 2003, the Rhee agenda has not significantly narrowed
achievement gaps between the various demographic groups, nor has it brought disadvantaged DC youth up to the national
average scores for peers of their same race and class
in other cities.
The
average achievement gain of all Tennessee schools
in a given subject and grade level for the most recent 3 years.
The study found that students who attended schools led by New Leaders principals experienced slightly larger
achievement gains on
average than did similar students
in schools led by non-New Leaders principals.131 While these results are promising, more research and data collection on both new and existing programs is needed to inform policy efforts to improve principal preparation.
An evaluation after the first two years of the
Achievement Challenge Pilot Project showed that schools implementing the program achieved
average gains of approximately seven percentile points for students
in mathematics and reading.
The comparisons of Florida on the National
Achievement of Education Progress (NAEP) average scores are reported below along with the achievement gains in scores from 2
Achievement of Education Progress (NAEP)
average scores are reported below along with the
achievement gains in scores from 2
achievement gains in scores from 2003 - 2015.
It can also help students make significant
gains in academic
achievement — on
average, a
gain of 11 percentile points
in reading and math, according to a 2011 review of more than 200 studies published
in the journal Child Development.
Schools that incorporated social and emotional learning also showed
gains in student academic
achievement — on
average, a
gain of 11 percentile points, the study found.