Sentences with phrase «effects on student achievement from»

We anticipate dramatic positive effects on student achievement from our intervention that is designed so that it can be taken to scale with integrity and at acceptable costs.

Not exact matches

«We use exogenous variation from an ERI program in Illinois in the mid-1990s to provide the first evidence in the literature of the effects of large - scale teacher retirements on student achievement.

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.

Burris combines reviews of academic studies, as well as personal anecdotes from her own experience as an educator, to argue that ability tracking has a negative effect on the educational achievement of «low track» students while also undermining social cohesion.

Evidence on the achievement effects of desegregation by income is limited by both an absence of detailed information on family income (including indicators for severe poverty or high income) and the difficulty in separating the effects of students» own circumstances from the influences of peers.

If research continues to show that comprehensive character education has positive effects on student achievement as well, then the movement may in time gain more robust political and financial support from education policymakers.

We also drew on an additional year of data, from the 2012 13 school year, in assessing IMPACT's effects on student achievement in tested grades and subjects.

To provide more rigorous evidence on the effect of middle schools on student achievement, we turned to a richly detailed administrative dataset from New York City that allowed us to follow students from grade 3 through grade 8.

But, unfortunately, evidence from both the United States and other countries shows that more school resources and smaller classes do not have much of an effect on how much a student learns in school, as measured by tests of achievement.

The review found a net positive effect on student achievement — that's encouraging — but the researchers could not identify common characteristics from such a small and varied sample.

The effects on academic achievement are greatest for students from higher income families, while the effects on behavior are more pronounced on students who are less well - off.

We know for a fact that balanced literacy has had little effect on closing stubborn achievement gaps separating black and Hispanic students from their white and Asian peers.

Competition from Sweden's private school choice program has a positive effect on student achievement in both public and private schools.

Given a half - century of failure from school reform, great priority should be given to the further study of the effects of school choice in empowering parents over educators and school boards and its effects on advancing student achievement and parent satisfaction.

Important evidence for the effect of student accountability on effort and achievement comes from the literature on curriculum - based external assessments.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

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.»

The value - added measures are designed to provide estimates of the independent effect of the teacher on the growth in a student's learning and to separate this from other influences on achievement such as families, peers, and neighborhoods.

Supporting the school boards, one amicus has assured us that «both early desegregation research and recent statistical and econometric analyses... indicate that there are positive effects on minority student achievement scores arising from diverse school settings.»

Using a nationally representative dataset of kindergarten students from the 2010 - 2011 school year, this study evaluates the effect of chronic absenteeism on both achievement and socioemotional outcomes.

While Coleman claimed that family and peers had an effect on student achievement that was distinct from the influence of schools or neighborhoods, his research design was inadequate to support this conclusion.

I have written about voucher results from Louisiana extensively before, especially the large negative effects that the state's program, and a similar program in Ohio, have had on the achievement of students using them to move to private schools.

An article published in the Quarterly Journal of Economics in 2000 by Caroline Huxby on The Effects of Class Size on Student Achievement: New Evidence from Population Variation reported that reductions in class size had no effect on student achieStudent Achievement: New Evidence from Population Variation reported that reductions in class size had no effect on student aAchievement: New Evidence from Population Variation reported that reductions in class size had no effect on student achiestudent achievementachievement.

Data from quantitative studies derive from responses to questions we posed about average principal turnover rates, effects on school culture, curriculum, and instruction, and student achievement.

When educators had the chance to practice their new content knowledge and teaching skills with hands - on work, they reported a greater sense of efficacy, which, as we know from the Visible Learning research by John Hattie, has the largest effect on student achievement.

Also in 1998, Stanford's Caroline Hoxby found that «reductions in class size from a base of 15 to 30 students have no effect on student achievement.»

The paper explores the strict school enrolment rules to estimate the effect of age at school entry on school achievement for 15 - 16 year old students in Norway using achievement tests in reading from

The most controversial of them include what is known as value - added models1 that use data from standardized tests of students as part of the overall measure of the effect that a teacher has on student achievement.

Freed from the efforts of AEI's education czar, Rick Hess, to spin the results in support of his opposition to accountability and focusing on achievement gaps, Ahn and Vidgor point out that AYP has «beneficial» effects on student achievement.

By the sixth year, the researchers will measure the effects on student achievement of principals who have emerged from these pipelines.

To document the transfer effects from elementary to middle school on ITBS reading comprehension and science achievement for Science IDEAS elementary school students.

Schools with abrupt leadership disruptions on average experience «significant negative effects» on student achievement.67 Furthermore, such schools «are often reported to suffer from lack of shared purpose, cynicism among staff about principal commitment, and an inability to maintain a school - improvement focus long enough to actually accomplish any meaningful change,» according to the Minnesota - Toronto report.68

Although Gaetz's bill does not include fiscal expenditures, as noted in the main text (§ IV, supra), in reviewing the start time / academic achievement studies undertaken by fellow economists, Columbia University Assistant Professor of Finance and Economics Jonah Rockoff and the Walter H. Annenberg Professor of Education Policy, Professor of Economics, and Professor of Education at the University of Michigan, Brian Jacob, concluded that delaying middle and high school start times «from roughly 8 a.m. to 9 a.m. -LSB-,]» will increase academic achievement by 0.175 standard deviations on average, with effects for disadvantaged students roughly twice as large as advantaged students, at little or no cost to schools; i.e., a 9 to 1 benefits to costs ratio when utilizing single - tier busing, the most expensive transportation method available.

Although a wealth of literature addresses performance - based compensation systems for teachers and their effects on student achievement, the best evidence to date comes from other countries and may not apply to the US K — 12 education system (Rand, 2009).

That, naturally, sparked a backlash from physical education teachers who rightly see their field as important as academics, and believe that Klein betrayed an ignorance of the importance of regular physical activity and its positive effect on student achievement.

There is also the daunting challenge of separating out individual teachers» effect on their students» reading and math scores from the myriad of other influences on student achievement.

Despite different findings on kindergarten's long - term effect on student achievement or how full - day programs differ from half - day in terms of quality and instruction, the issue remains that the amount of instructional time kindergarteners receive varies considerably from state to state, and district to district.

The effects of class size and composition on students» achievement: New evidence from natural population variation

Data from a meta - analysis of the participant effects of private school vouchers illustrates that the effect of vouchers on participating students» academic achievement in both reading and math tends to start out neutral or negative in year one and trends to positive by years two or three of the program.

Based on research from the second edition of Classroom Instruction That Works, this webinar begins with an overview of powerful instructional strategies that are shown to have a positive effect on student achievement.

Topics range from the effect that a student's home life has on achievement to the potential benefits of guided imagery instruction.

Education Next, Volume 11, No. 3, Summer 2011, pp.55 - 60; E. Taylor and J. Tyler, «The Effect of Evaluation on Performance: Evidence from Longitudinal Student Achievement Data of Mid-Career Teachers.»

To the contrary, consider the following statement from the Brookings Institution: «The empirical evidence suggests that the Common Core will have little effect on American students» achievement.

The effect size of 0.62 that Higgins and his colleagues found for achievement in school subjects is equivalent to moving an «average» class of students from the 50th percentile to the 73rd percentile on a standardized measure, such as a reading or math test.

Identification of Peer Effects with Missing Peer Data: Evidence from Project STAR This paper studies peer effects on student achievement among first graders randomly assigned to classrooms in

Student access to resources that shape their classroom experience — from funding to instructional supports — has a significant effect on everything from achievement and persistence to future earnings.

The study also identified the kinds of instructional decisions that result from deliberations about data and their effects on student achievement.

Using longitudinal data from the state of Florida, this study examines the effects of various types of education and training on the ability of teachers to promote student achievement.

We're analyzing data from the National Assessment of Education Progress (NAEP) and other sources to estimate the effects of college - and career - readiness standards on student achievement, high school completion, and college enrollment.

My hypotheses going in to this study is that when first looking at choice schools on student achievement I would see a positive effect because of selection bias; I expected that the students in choice schools would be systematically different from those in traditional public school due to parental factors that affected their selection of a choice program.