Sentences with phrase «average gains in student learning»

In this podcast, Rick Hanushek talks with Ed Next's Paul Peterson about his new study estimating the economic impact of teachers who produce higher than average gains in student learning.

Not exact matches

In the study, the team teachers were, on average, at the 50th percentile in the student learning gains they produced before joining a team led by a multi-classroom leader (MCLIn the study, the team teachers were, on average, at the 50th percentile in the student learning gains they produced before joining a team led by a multi-classroom leader (MCLin the student learning gains they produced before joining a team led by a multi-classroom leader (MCL).

* Students on average would gain 3.4 more years» worth of learning than in a traditional school model in the K — 12 years.

For instance, the median finding across 10 studies of teacher effectiveness estimates that a teacher who is one standard deviation above the average in terms of quality produces additional learning gains for students of 0.12 standard deviations in reading and 0.14 standard deviations in math.

Alex Hernandez of the Charter School Growth Fund celebrated: «[CREDO] reports that the 107,000 students whose schools receive support from the Charter School Growth Fund gain, on average, the equivalent of four additional months of learning in math and three additional months of learning in reading each year when compared to peers in other public schools.»

Displaced students from district schools that closed in urban areas gained, on average, forty - nine extra days of learning in reading relative to the comparison group; in math, it was thirty - four days.

They found that a principal in the top 16 percent of the quality distribution will produce annual student gains that are at least 0.05 standard deviations higher than will an average principal for all students in their school, or roughly two additional months of learning.

The researchers found that «displaced students from district schools that closed in urban areas gained, on average, forty - nine extra days of learning in reading» and «thirty - four days of learning» in math by their third year in a new school.

Recently, a meta - analysis of over 200 studies by Joe Durlak and colleagues published in Child Development found that in schools intentionally implementing comprehensive and continuous social - emotional learning programs, students attitudes toward school and learning improved, they gained an average of over 10 points on standardized academic tests, and their problem behaviors, including violence, diminished.

On average, charter students in California gain an additional 14 days of learning in reading over their district school peers, but lag behind their district school peers by 14 days of learning in math.

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.

Specifically, students enrolled in charters in the state - run district made learning gains, on average, almost twice those of their peers in conventional public schools.

According to a 2012 Stanford University study, Newark ranked 2nd in both reading and math for the impact of charter school enrollment on students» average annual learning gains, with a total gain of 7.5 months per year in reading and 9 months per year in math.

The NYT article fails to mention that the same study found that «on average, charter students in Michigan gain an additional two months of learning in reading and math over their [traditional public school] counterparts.

To put it another way, a gain of one month is equal to what an average student learns in 10 % of a school year.

In addition, and as directly related to VAMs, in this study researchers also found that each rating from each of the four domains, as well as the average of all ratings, «correlated positively with student learning [gains, as derived via the Nevada Growth Model, as based on the Student Growth Percentiles (SGP) model; for more information about the SGP model see here and here; see also p. 6 of this report here], in reading and in math, as would be expected if the ratings measured teacher effectiveness in promoting student learning» (p. iIn addition, and as directly related to VAMs, in this study researchers also found that each rating from each of the four domains, as well as the average of all ratings, «correlated positively with student learning [gains, as derived via the Nevada Growth Model, as based on the Student Growth Percentiles (SGP) model; for more information about the SGP model see here and here; see also p. 6 of this report here], in reading and in math, as would be expected if the ratings measured teacher effectiveness in promoting student learning» (p. iin this study researchers also found that each rating from each of the four domains, as well as the average of all ratings, «correlated positively with student learning [gains, as derived via the Nevada Growth Model, as based on the Student Growth Percentiles (SGP) model; for more information about the SGP model see here and here; see also p. 6 of this report here], in reading and in math, as would be expected if the ratings measured teacher effectiveness in promoting student learning» student learning [gains, as derived via the Nevada Growth Model, as based on the Student Growth Percentiles (SGP) model; for more information about the SGP model see here and here; see also p. 6 of this report here], in reading and in math, as would be expected if the ratings measured teacher effectiveness in promoting student learning» Student Growth Percentiles (SGP) model; for more information about the SGP model see here and here; see also p. 6 of this report here], in reading and in math, as would be expected if the ratings measured teacher effectiveness in promoting student learning» (p. iin reading and in math, as would be expected if the ratings measured teacher effectiveness in promoting student learning» (p. iin math, as would be expected if the ratings measured teacher effectiveness in promoting student learning» (p. iin promoting student learning» student learning» (p. i).

Some districts define the value - added score as the average learning gain made by students on a standardized test in a given teacher's classroom, in a specific subject area, in a specific year.

«[O] n average, students enrolled in CMO charters are more disadvantaged in both reading and math learning gains than students in non-CMO charters schools.»

In the study, the team teachers were, on average, at the 50th percentile in the student learning gains they produced before joining a team led by an MCIn the study, the team teachers were, on average, at the 50th percentile in the student learning gains they produced before joining a team led by an MCin the student learning gains they produced before joining a team led by an MCL.

At most of the participating schools, merit bonuses for classroom teachers were based on the average learning gains for all students in their classrooms.

A 2013 study on Teach For America conducted by research outfit Mathematica determined that its recruits outperformed ed school peers; in fact, the average student taught by a Teach for America recruit gained an additional 2.6 months of learning over a peer taught by a traditionally - trained teacher.

New Jersey charter school students on average gain an additional two months of learning per year in reading and an additional three months of learning per year in math compared to their district school counterparts.

on average charter students in NYC gain an additional 23 days of learning in reading and 63 days in math over their district school peers.

Recently, a meta - analysis of over 200 studies by Joe Durlak and colleagues published in Child Development found that in schools intentionally implementing comprehensive and continuous social - emotional learning programs, students attitudes toward school and learning improved, they gained an average of over 10 points on standardized academic tests, and their problem behaviors, including violence, diminished.

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.