Sentences with phrase «effect on achievement»

For some reason, transferring into a charter school seems to have a much more negative effect on achievement than transferring into a traditional public school.

This policy would have enormous beneficial effects on achievement.

Some studies indicate benefits, whereas other studies show little effect on achievement or even negative consequences.

We also wanted to learn which leadership behaviors / practices of superintendents, if any, had the largest effects on achievement.

To connect the historical past to competition's effect on achievement today requires two analytic steps.

Worse, 13 percent found that reducing class - size actually had a negative effect on achievement.

Statewide programs in Florida, Louisiana, and Ohio, however, already have demonstrated clear positive effects on the achievement of students who remain in public schools, confirming Caroline Hoxby's claim (see «Rising Tide,» features, Winter 2001) that competition from choice generates «a rising tide that lifts all boats.»

Estimates of teacher effects on achievement gains are similar in magnitude to those of previous econometric studies, but the authors found larger effects on mathematics achievement than on reading achievement, and in low socioeconomic status (SES) schools than in high SES schools.

In fact, across all four tracks studied — honors / advanced, academic, general (reference), and vocational / other — effort had significant, positive effects on achievement in every track.

RUNNING HEAD: EXPLAINING TEACHER EFFECTS ON ACHIEVEMENT 1 Explaining Teacher Effects on Achievement Using Measures from Multiple Research Traditions

We find that troubled peers have a large and statistically significant negative effect on higher income children's math and reading achievement, but only a small and statistically insignificant effect on the achievement of low - income children.

If teachers have less influence on reading achievement, then even if evaluation induces changes in teacher practices, those changes would have smaller effects on achievement growth.

Second, across this segmented field of charter schools, do differing types of charters display varying effects on achievement growth over time?

The Coleman Report concluded that parents» involvement in their children's lives had a vastly greater effect on achievement and eventual success than schooling did.

But the estimated effects on achievement of adding 30 days to the school year are tightly clustered around the 0.10 estimate for the nation as a whole.

«As such, there are negative effects on achievement generated when one student's actions impede learning for other classmates.»

Also in line with current studies is the report's finding that «for any groups whether minority or not, the effect of good teachers is greatest upon the children who suffer most educational disadvantage in their background, and that a given investment in upgrading teacher quality will have most effect on achievement in underprivileged areas.»

Studies have shown that when students have an effective or highly effective teacher three years in a row, the long - term effects on achievement and life chances are significant, and the more good teaching a student has, the bigger the effect.

Rather, its negative effects on achievement occurred by way of lowering students» academic motivation.

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.

Yet, as one who has studied many aspects of NCLB, I also believe that it has serious structural flaws (making its overall beneficial effect on achievement even more remarkable).

Using the lotteries to form an intention - to - treat variable, we instrument for actual enrollment and compute the charter schools» average treatment - on - the - treated effects on achievement.

Murray cites the pathbreaking work of James Coleman, who revealed that home - related factors explain more of the observed variation in student achievement than does choice of school, to argue that schools can't have much effect on achievement.

According to John Hattie, acceleration is highly effective, coming in near the top of his ranked list of influences on student achievement, while enrichment does not reach the «hinge point» at which an intervention has a meaningful effect on achievement.

Effect on Achievement Gaps Data from a nationally representative sample of children, the Early Childhood Longitudinal Study — Birth Cohort 2001, reveal that gaps in what children know and are able to do appear as early as 9 months of age.

Further work shows that the small positive effects on achievement primarily occur for those children making the transition into middle childhood, whereas the small negative effects occur among those children making the transition out of middle childhood.

Poorly timed and planned transition to adult services will have a detrimental effect on achievement of outcomes and may result in young people requiring far longer to complete their education or leaving education altogether.

They found that neighborhood had significant direct and indirect effects on achievement, often by depressing parental practices that were usually associated with better student achievement.

The researchers concluded, «Taken as a whole, we believe the results illustrate that data - driven reform efforts can have not only a statistically significant effect on achievement but a substantively meaningful impact as well.»

Odyssey Math was found to have potentially positive effects on achievement for primary students.

Abella (2005) noted in her study of Miami - Dade County schools that K — 8 students had significant short - term beneficial effects on achievement, attendance, and suspension rates.

The researchers found that troubled peers have a large and statistically significant negative effect on the math and reading achievement of higher income children, but only a small and statistically insignificant effect on the achievement of low - income children.

On the other hand, to assert that personality has a greater effect on achievement than does intelligence develops a cause and effect hypothesis that refutes - that is, argues against - a common assumption.

Second, the absence of effects on achievement in nearby traditional public schools suggests that the loss of students to charter schools is not having negative achievement effects on traditional public schools, but it also suggests that charter schools may not produce the hoped - for positive competitive effects in traditional public schools.

These studies show, consistently, that parental schools of choice not controlled by public school districts 1) are usually prohibited by law from screening out students based on admission exams, 2) use ability tracking less frequently than traditional public schools even when, legally, they can, and 3) may use ability tracking, but when they do, it is less likely to have a negative effect on the achievement of low - track students.

Arguably, the most important development in K — 12 education over the past decade has been the emergence of a growing number of urban schools that have been convincingly shown to have dramatic positive effects on the achievement of disadvantaged students.

Thus the NRC mantra, repeated with slightly different wording throughout the report: «Despite using them for several decades, policymakers and educators do not yet know how to use test - based incentives to consistently generate positive effects on achievement and to improve education.»

«The effects on achievement from these programs are quite mixed; some programs rendered positive results, others null results.

Positive effects on achievement.

But individual absences caused by weather when schools don't close have negative effects on achievement

These effects on achievement, while statistically significant, were nonetheless small.