Sentences with phrase «difference for student performance»

«In countries like France and the United States, perceived disadvantage is far greater than real disadvantage, and it makes a significant difference for student performance,» Schleicher wrote in the article.

Not exact matches

Along the way, certainly, those efforts have produced individual successes — schools and programs that make a genuine difference for some low - income students — but they have led to little or no improvement in the performance of low - income children as a whole.

Hattie also also criticises performance pay models in the report, saying that it is «difficult to find a performance - pay model that has made much, if any, difference to student learning» and that they often cause higher stress levels for teachers, which can cause them to lose enthusiasm.

The OECD says results from the PISA collaborative problem - solving assessment show only 9 per cent of the differences in students» scores (after accounting for their performance in the three core domains of science, reading and mathematics), is observed between schools.

These differences in school effectiveness have important consequences for students» academic performance.

If the gains observed for 4th graders were a function of differences in the type of students entering that grade due to the retention policy, then the performance of those entering 3rd grade should look essentially the same after 2002 as it did before the retention policy was put into place.

I think the performance assessments that should make the most difference for students should be developed by teachers to reflect state standards and the school's curriculum and provide flexibility so that students can show their capacity in multiple ways.

To eliminate the effects of any chance differences in performance caused by other observable characteristics, our analysis takes into account students» age, gender, race, and eligibility for the free lunch program; whether they had been assigned to a small class; and whether they were assigned to a teacher of the same race — which earlier research using these same data found to have a large positive effect on student performance (see «The Race Connection,» Spring 2004).

PISA results show that when students discuss money matters with their parents, they have significantly higher financial literacy skills, even after accounting for differences in socio - economic background and their performance in other subjects.

Moreover, the cross-school differences in the relative success of advantaged and disadvantaged students argue for enacting school accountability policies that shine the light on the success of specific populations, rather than concentrating solely on overall schoolwide performance levels or gains.

To test this, we made a second set of comparisons that adjust for differences in the background characteristics and prior performance of incoming students.

Average Year 9 reading results for schools in three ICSEA groups (2009 to 2013) Of particular concern is the observation that, since 2000, between - school differences in student performance in PISA have been increasing.

While much more research is needed to understand the effectiveness of virtual schooling for students in K — 12, the small body of research available points to no significant differences in student performance in online courses versus face - to - face learning.

Hanushek points out that actual spending increases during the time period they studied was more like 100 percent, gaps have not closed, and other explanations for low performance such as increases in the numbers of students in poverty don't explain the difference.

They then tailored district support for improvement to the analysis of schoolspecific needs, rather than relying primarily on centrally determined interventions based on categorical differences among schools and their students (e.g., size, SES, ELL, facilities) or set performance cut - off levels.

Like policy researchers, measurement researchers generally have not distinguished among different subject areas in their targets for study or in their conclusions and recommendations, even though Linn (1998)(a prominent measurement researcher) has found differences in student performance across subject areas and within subscales of the same subject area.

In higher - performing settings, district leaders understood that the reasons for differences in student performance, or in implementation of district initiatives, were particular to the setting.

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???.

Professional development is based on collaborative analyses of the differences between (a) actual student performance and (b) goals and standards for student learning.

However, there is a stark difference between a performance task that asks students to write a position paper arguing which was the most effective U.S. president and this Codman Acadmey task (see sidebar) that asks students to write a position paper arguing for which historically - marginalized group should receive a landmark to their accomplishments.

Galloway (1995) investigated homeschooled graduates» potential for success in college by comparing their performance with students from conventional schools and found insignificant differences, except in the ACT English subtest scores.

According to the report, «value - added models» refer to a variety of sophisticated statistical techniques that measure student growth and use one or more years of prior student test scores, as well as other background data, to adjust for pre-existing differences among students when calculating contributions to student test performance.

It's important to remember that by almost any measure, there is a large distribution of teacher performance, and that performance differences matter enormously for students.

If there are large discrepancies between the aggregate performances of students on different measures that are not explained by differences in the skills and content they are measuring, this is a flag for further examination of how the assessments are being designed or scored.

However, controlling for pre-existing differences in student demographics and achievement, APP principals bettered their comparison group counterparts in ELA performance in elementary and middle schools.

Critics point out that such tests measure students on just one day of the year and do not account for external factors or differences in learning that might influence student performance.

While test vendors provide estimates of split - test reliability, these measures do not account for potentially important day - to - day differences in student performance.

But it does explain why research shows that the difference between teachers only accounts for at most 20 % of the variance in student test performance.

He found significant variability in LAUSD teacher quality, as demonstrated by student performance on standardized tests in reading and math, and he concluded that differences between «high - performing» and «low - performing» teachers accounted for differences in student performance.

On the Texas Assessment of Academic Skills (TAAS) in math, the performance of male students exposed to the intervention was much higher than that of males not exposed to the intervention; for females, the difference was even larger.

In spite of the many millions of dollars poured into expounding the theory of paying teachers for higher student test scores (sometimes mislabeled as «merit pay»), a new study by Vanderbilt University's National Center on Performance Incentives found that the use of merit pay for teachers in the Nashville school district produced no difference even according to their measure, test outcomes for students.