Sentences with phrase «difference for student achievement»

The authors note that the schools given the opportunity to participate needed to «out - pace their counterparts in the control group» over the program's first two years in order to demonstrate that merit pay made a real difference for student achievement.

Treatment - group schools need to at least outpace their counterparts in the control group over these two years for us to say that merit pay made a real difference for student achievement.

Not exact matches

The landmark 1966 Coleman Report highlighted the importance of peer environment along a number of dimensions, but work by Caroline Hoxby and Gretchen Weingarth in 2006 suggests that the share of poor students has only a modest effect on achievement once differences in the prior achievement of students have been accounted for.

The OECD's Programme for International Student Assessment (PISA) shows that some countries have been successful both in lifting overall levels of achievement and in reducing differences related to socioeconomic background.

First, we use our entire sample to analyze the extent to which the schools that students attend can explain the overall variation in student test scores and fluid cognitive skills, controlling for differences in prior achievement and student demographic characteristics (including gender, age, race / ethnicity, and whether the student is from a low - income family, is an English language learner, or is enrolled in special education).

Despite these differences, the bulk of the available, high - quality evidence on school voucher programs suggests that they do yield positive achievement effects for participating students.

On four items — school discipline, expectations for student achievement, school building and facilities, and the racial and ethnic diversity among students — we find no significant difference in the variation in satisfaction across sectors.

This is a summary of Gender and sex differences in student participation, achievement and engagement in mathematics by Dr Sarah Buckey, the first in a series of papers, Changing minds: Discussions in neuroscience, psychology and research, published by the Centre for Science of Learning @ ACER.

Because the studies use data from a single school year to contrast students in middle schools and K — 8 schools, most of the available research can not reject the possibility that differences between the groups of students, rather than in the grade configuration of their schools, are actually responsible for the differences in behavior and achievement.

We report those differences, in standard deviations of student achievement in math and reading, for the 3rd through 8th grades.

Evaluations of any educational technology program often confront a number of methodological problems, including the need for measures other than standardized achievement tests, differences among students in the opportunity to learn, and differences in starting points and program implementation.

We also adjusted the data to account for changes in state spending on education and for parents» educational levels, which provides controls for simultaneous changes in state policies or differences in demographics that might confound the analysis of how accountability systems influenced student achievement.

Celebrate your own success by taking time to see the difference you made for your students» achievement, behavior, and attitudes, and be mindful of how you feel when things go well.

Nonetheless, while this difference in replacement patterns is noteworthy, it can not account for KIPP's overall impact on student achievement.

In our work with public school educators seeking to close the achievement gap for disadvantaged students, we have confronted this question often and have come to believe that the critical difference between schools that excel and schools that do not is the quality of execution.

Throughout, we accounted for differences in previous student achievement, student demographics, and classroom characteristics.

Only after these background factors are fully accounted for is the second step taken — a look at the characteristics of the schools that make the biggest difference in determining the variation in student achievement.

Researchers identified a «consistent, positive relationship between student exposure to high - quality intellectual assignments and students» learning gains on the test — even after controlling for race, socioeconomic class, gender, and prior achievement differences among classrooms.»

Students with a growth mindset present a higher increase in achievement at higher grades, a difference that may be due to actual differences or to differences in the accuracy of reporting for older students relative to younger sStudents with a growth mindset present a higher increase in achievement at higher grades, a difference that may be due to actual differences or to differences in the accuracy of reporting for older students relative to younger sstudents relative to younger studentsstudents.

Although comparable measures of the rate of student learning are not available for Chile, researchers studying the Chilean school system typically consider a difference in student achievement of 10 percent of one standard deviation to be a small to moderate effect.

It is important to emphasize the difference between teachers acting individually and as part of a union, for these settings may have very different consequences for student achievement.

We found that about half of the difference in student outcomes in schools slated for closure and the broader sample of schools can be explained by differences in incoming students» demographic characteristics, absenteeism, and achievement in middle school.

In a new study presented at the this year's fall research conference of the Association for Public Policy Analysis and Management in Chicago, we used data from CORE Districts, to assess whether there are systematic mindset differences present in the US population within and across schools, and whether holding a growth mindset predicts academic achievement gains of students.

As an additional step to address any lingering concerns about Catholicism's direct influence on student achievement, we conducted both stages of our analysis again, this time accounting for the relationship between contemporary differences in the share of Catholic adherents in a country and student achievement.

Arthur Levines 2006 study, Educating School Teachers, for example, found no significant difference in mathematics or reading achievement in students taught by teachers educated at NCATE - and non-NCATE-accredited institutions.

The actual number of longitudinal or quasi-longitudinal studies that controlled for students» backgrounds and used student achievement as the measure of whether teacher preparation made a difference was far fewer.

In the years since people first began talking about the achievement gap, Ferguson has widened his scope of inquiry, developing a broad vision for correcting inequities that centers less on the differences between groups and more on raising the bar for all students.

While quantitative input measures show little impact, several measures of institutional structures and of the quality of the teaching force can account for significant portions of the immense international differences in the level and equity of student achievement.

Over the last decade, research in public education has led us to three conclusions about the teaching profession: teachers are the most important in - school factor in determining student achievement; there is wide variation in teacher effectiveness; and those differences really matter for kids.

The third problem, Ho explains, raises concerns about achievement gaps — for example, average differences between test scores of white or higher - income students and minority or poor students.

Joyful Teaching in an Age of Change: A SOAR - ing Tale, the creator of the SOAR School - Year Theme Kit, and co-author, with Robert J. Marzano, of Teacher Evaluation That Makes a Difference: A New Model for Teacher Growth and Student Achievement.

Whether parents work one - on - one with students who need help with reading or grade math worksheets as part of an enrichment program, groups can make a difference in student achievement while motivating students to do their best when it's time for the test.

After analyzing student outcome data and comparing current student performance with annual yearly progress benchmarks for student achievement, the leadership team agrees that there are significant differences in outcomes among students of diverse racial, ethnic, cultural and linguistic backgrounds unrelated to socioeconomic status???.

The study's authors speculate on four potential explanations for the large negative effects that their program evaluation found: misalignment of private school curriculum to the Louisiana State Standards; differences between serving scholarship students with achievement gaps and traditional private school students; success of other education developments, especially in New Orleans; and the overall quality of private schools willing to participate in the program.

But Devos, like many officials in New York City who are responsible for holding schools accountable for student achievement, fumbled on this issue by not understanding the distinct difference nor significance between absolute proficiency and student growth.

The similarities of these two schools eliminate many of the traditional explanations for differences in student achievement and we are left with banal descriptions of «good teaching» in one or «ineffective leadership» in the other.

The difference is that we are now addressing the achievement gap for an increasingly diverse student population while also raising expectations for all students.

A study of teachers in New York City, for instance, concludes that the difference between teachers from programs that graduate teachers of average effectiveness and those whose teachers are the most effective is roughly comparable to the (regression - adjusted) achievement difference between students who are and are not eligible for subsidized lunch.

In examining student achievement at APP - led and non-APP-led schools, the research adjusted for student background differences.

Supplementing the five case studies, brief vignettes written by practitioners show how core practices — teamwork, the use of achievement data, and planning for measurable goals — made an immediate and profound difference in student learning at their respective schools.

From 2005 to 2015, for example, fourth - grade reading proficiency on the test known as «the nation's report card,» showed that achievement differences between white and African American students moved from an 8 - point gap to 11 points.

PTOs can make even more of a difference for schools with good planning, good communication, and a focus on building student achievement.

Join the California Department of Education, the Campaign for Grade - Level Reading and Attendance Works as they highlight the work of principals who have made a difference in reducing chronic absence and raising student achievement.

Teacher evaluation that makes a difference: A new model for teacher growth and student achievement.

The study included a caveat: «Given the expense of grade retention and the emotional toil retention exacts on students, a finding of «no significant difference» for retention on achievement calls into question the educational benefits of grade retention policies.»

* Superintendents account for a very small fraction (0.3 percent) of student differences in achievement.

«E4E helps to bridge that gap by bringing teachers from various backgrounds, schools and classrooms together to learn about the policies that impact them as educators, network with their peers, unions and key policymakers and take action by advocating for the policies that will ultimately make a difference to support effective teaching and improve student achievement.»

Fifty years of research have established that these out - of - school influences account for the majority of differences in student achievement.

Co-Founder, Co-Facilitator - Happy Go Teach Teacher Conference - 2016, 2017 Keynote Speaker - Teach Your Heart Out Teacher Conference - 2016, 2017 Keynote Speaker - North Carolina Reading Association - 2016 Keynote Speaker - East Carolina University Reading Conference - 2014 Contributing Writer for the International Reading Association - 2014 Contributing Writer for Parents Magazine - 2014 Creative Freedom Award - Duke University - August 2013 Invited Speaker - North Carolina Reading Conference - 2013 Guest Blogger for www.whattoexpect.com Knightdale 100 «Making a Difference in Student Achievement» Award - November 2011 Contributing Writer for the Parent Matters Magazine 2010 Teacher Trainer for the Florida Reading Initiative 2006

Difference is, the Sheff efforts are rooted in Brown vs. Board of Education and other Civil Rights legislation, whereas the Common Core and other «reformy» actions are untried ploys that ultimately will increase the racial and economic segregation of our Two Connecticuts and further widen the achievement gap for our students.