By their low - end estimates of benefits (which total to just three standard deviations), each $ 100 spent on classroom coaches would be expected to yield at least a 0.25 standard
deviations gain in achievement, very similar to the expected gain for full - day kindergarten.
Not exact matches
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.
Using the upper range of their effect size estimates, $ 100 spent on classroom coaches would yield a
gain of over one - half standard
deviations in student
achievement, and one - to - one tutoring would yield a one - quarter standard
deviations improvement.
The
achievement of a nationwide sample of 4th and 8th grade students with the same racial make - up as Chicago students, as measured by the National Assessment of Educational Progress (NAEP), increased roughly 0.25 standard
deviations in math during the 1990s, though there was no
gain in reading.
Gains continued to accelerate, and by three years after funding, the typical SIG school
in Massachusetts had seen student
achievement improve by 0.4 to 0.5 standard
deviations: roughly half of the
achievement gap between African American and white students.
The consensus seems to be that attending the class of a teacher who is one standard
deviation above her peers
in value - added is associated with a
gain in achievement of 10 to 15 percent of a standard
deviation in student
achievement.