Sentences with phrase «average learning gains»

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

Sean Geraghty, Chief Academic Officer at Bridge, said: «Bridge now has three consecutive years of above average learning gains for Kenya, and very strong learning gains in Liberia.

In fact, the average learning gains associated with a teacher provide a convenient metric for teacher effectiveness.

In 2004, for example, average learning gains in math were only 7 percent of a standard deviation higher in A schools than in those given a B (see Figure 2).

The notion that «value - added equals average learning gain» has intuitive appeal.

This approach starts with the idea of the average learning gain for the classroom, but it compares this average gain to the gain those students would be expected to achieve if they had been assigned to a teacher of average effectiveness.

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.

Not exact matches

Billy averaged 5 1/2 yards a carry, gaining 583 yards from scrimmage, and led the conference in kickoff returns, but he is the first to admit that there was an awful lot he needed to learn about playing football.

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 (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.

Learning gains are measured by comparing the average improvements in the test scores of pupils, represented by the statistical size of the effect.

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.»

Although the average low - income U.S. student lost at least two months of learning last summer, the average Summer Brain Gain participant did not.

A third - party evaluation conducted by Douglas Ready at Teachers College found that students made annual academic gains equivalent to a half year of additional learning compared to national averages.

Here's just one example: After almost a year in Head Start (with an average cost of about $ 7,700 in 2005), children were able to name only about two more letters than their non — Head Start counterparts, and they did not show any significant gains on much more important measures, such as early math learning, vocabulary, oral comprehension (more indicative of later reading comprehension), motivation to learn, or social competencies, including the ability to interact with peers and teachers.

And while we know that young children need a healthy dose of playtime in school, a new study reminds us why academics are important at that age: Over the course of a year, preschoolers who spent more time on language, literacy, and math activities than their peers gained, on average, 2.5 months of additional learning.

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.

We learned we should have made the pen higher, and the students gained a better sense of what «average» really means.

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.

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, students from low - income communities lose three months of academic gains during the summer because of limited summer learning opportunities.

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 peers.

Summer Advantage averages two - month learning gains among low - income students who participate.

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.

Unlike Maths Pathway, which on average more than doubles the rate that students learn maths, no online program has delivered such measurable and consistent gains for students.

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. i).

«[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.»

Additionally, at Playworks partner schools, teachers gained, on average, 23 hours of instructional time, students behaved better and were more ready to learn.

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 MCL.

In four months, after receiving a School Improvement Grant for transformation, bringing in a new principal and implementing a Continuous Improvement Plan which included use of DreamBox Learning, West Seattle Elementary posted the highest growth in math scores in the Seattle School District, 2.5 times greater than the average math gains for the district.

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.

After bringing in a new principal and implementing a Continuous Improvement Plan that included the use of DreamBox Learning, the school posted the highest growth in math scores in the Seattle School District, 2.5 times greater than the average math gains for the district.

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.

As ebooks gain more traction, people want to learn how to do it and your average person may not know how to download books and get them on their device.

Some possible areas for improvement (beyond changing the value criteria, which I have written about previously and will continue to feature different criteria in the future) would be to focus on each individual company's technical trend using moving averages, trendlines, use of proprietary trend trading services like Trend TV, or other trend strategies such as those discussed in Trend Trading for a Living: Learn the Skills and Gain the Confidence to Trade for a Living (a book I recently reviewed for Seeking Alpha).

The hypermiling tricks learned to squeeze 49 MPG out of the hybrid (our best tank average) have translated into a 20 % gain in the non-hybrid.

Finally, on average every six months on the job a professional, a manager and an executive will grow on the job, learn new skills, gain more experience and have more achievements to speak of.

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, children who attend high - quality preschool gain four months of additional learning, and high - quality programs in Tulsa, Oklahoma, and Boston have shown 6 to 12 months of additional learning.

Children who attend preschool gain four additional months of learning, on average, compared with their peers who do not attend.

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.