Sentences with phrase «difference in student performance»

The paper suggests that international differences in educational institutions explain the large international differences in student performance in cognitive achievement tests.

This means that there is little difference in student performance across economic strata.

To my mind, the failure to find meaningful differences in student performance between charter schools that do and don't use computerized learning is significant.

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.

This is a significant opportunity, given that the evidence suggests that teacher quality is the most important school factor in explaining differences in student performance.

The socioeconomic differences in student performance are well - known and extensively documented.

Again, she found no statistical difference in student performance.

These types of school - based interventions can also reduce racial, ethnic, and gender differences in 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.

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.

What Accounts for International Differences in Student Performance?

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.

«Non-Cognitive Abilities and Spanish Regional Differences in Student Performance in PISA 2009.»

One of the key features of No Child Left Behind was its intent to reveal subgroup differences in student performance, and thereby prevent schools and districts from hiding the fact that they were doing well with, say, economically advantaged white students, and poorly with their economically disadvantaged Black and Latino counterparts.

The real issue behind differences in student performance is unequal access to a high - quality, challenging curriculum.

We know a great deal about the U.S. education system: the numbers and makeup of the students and staff in schools; the overall differences in student performance by racial and ethnic group, family income, and gender; the amount districts and schools spend and what they spend it on; the numbers of students going to postsecondary institutions; and so on.

Many education reformers touting disruption ignore the very things that research shows will make the greatest difference in student performance — hiring and retaining strong teachers and principals.

How to bring out the best in your staff — and in yourself Research shows that the single variable that makes the most difference in student performance is the quality of the teacher.

With just a single year of data [41] there is no way to know whether differences in student performance across schools are due to school factors or differences in the average quality of teachers.

Subtle changes in the way a test is presented, for instance, can lead to dramatic differences in student performance.

The difference in test scores produced by the incentive system was about the same as that detected in earlier studies that measured differences in student performance when kids were taught by great teachers rather than average teachers.

The graph shows that students in these three ICSEA - based groupings of schools have different average reading levels and gives some indication of the influence of socioeconomic factors on between - school differences in student performance.

school - based factors that explain differences in student performance and program implementation (e.g., instructional expertise, curriculum implementation, learning gaps, staffing, leadership, material resources);

Many have identified variations in teacher quality as a key factor in international differences in student performance and have urged policies that will lift the quality of the U.S. teaching force.

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.

Experienced teachers make a difference in student performance, but their experience matters most if they have continued to teach the same grade, according to a new study by a University of Illinois at Chicago researcher.

At the other extreme, countries that have adopted policies to stream students into different kinds of secondary schools have created large between - school differences in student performance (between - school variance above 60 per cent).

Although between - school differences in student performance are closely associated with socioeconomic status in all OECD countries, some countries have been more successful than others in reducing the impact of socioeconomic disadvantage.

The contestants don't dispute whether good teaching makes a difference in student performance.

In short, I felt that allowing devices tended to exacerbate the differences in student performance.

A 2010 study by Witte, et al., of the Milwaukee voucher program found no difference in student performance (2012).

The difference in student performance, she writes, could not be explained by differences in class size or teacher education.

She found no difference in student performance before and after the conversion.

Access to instructional content is always more strongly related to differences in student performance than are the student background factors often cited to explain such differences.

When you look at the problems the Leadership Team identified and the related discussion, you realize that there is apparently no recognition that the racial and ethnic dispositions of the school staff might be related to differences in student performance.

Rigorous studies at four - year colleges have tended to find no difference in student performance between traditional face - to - face lecture courses and online courses.

Two weeks ago I argued that it will be difficult to evaluate whether adopting the Common Core standards is, overall, a good move, because so many factors go into student outcomes (and interact with one another) that a positive change in one factor might yield no difference in student performance.

The Schools of Opportunity Project's aim is to help narrow so - called «achievement gaps» (i.e. the differences in student performance driven by differences in classroom opportunities) by acknowledging schools that, like Ossining, offer innovative programs that embrace new teaching methods and strive to provide every student with the tools to excel.

Research has shown that «the difference in student performance in a single academic year from having a good as opposed to a bad teacher can be more than one full year of standardized achievement.»