Sentences with phrase «differences in student achievement effects»

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.

Consistent with the Wisconsin evidence, parallel studies in Colorado and Maryland found that weather - related differences in the number of days students had spent in school when they were tested had noticeable effects on their achievement.

These patterns suggest that the positive effects of charter school attendance on educational attainment are not due solely to measured differences in the achievement of students in charter and traditional public high schools.

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.

Performance metrics tied directly to student test - score growth are appealing because although schools and teachers differ dramatically in their effects on student achievement, researchers have had great difficulty linking these performance differences to characteristics that are easily observed and measured.

Differences among schools in their facilities and staffing «are so little related to achievement levels of students that, with few exceptions, their effect fails to appear even in a survey of this magnitude,» the authors concluded.

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.

Small differences in the estimated effects of teachers on their students» achievement can appear to be much larger, because most teachers are about equally successful with the assortment of students they teach in a given year, regardless of whether those students begin the year as low - achievers or high - achievers.

It turns out that the quality of state standards is not related to past gains in student achievement, the levels at which states set past proficiency standards did not make a difference in achievement, and standards have little effect on the variation on National Assessment of Educational Progress (NAEP) scores both within and among states.