Sentences with phrase «effects on student achievement when»

None of the measures of data use had a significant effect on student achievement when added to the equation on their own, nor did they have any unique explanatory value when combined with the four demographic measures in the final equation.

Not exact matches

Coleman Report had concluded that «schools are remarkably similar in the effect they have on the achievement of their pupils when the socio - economic background of the students is taken into account.»

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.

In related work conducted in Massachusetts, Harvard economist Josh Goodman finds no effects of school closures on student achievement but large negative effects of weather - induced absences on moderately snowy days when schools remained open.

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.

Because teachers were considering intangible factors, even when race, gender, family income, and academic achievement are the same, there was no way to isolate the effect of being held back, much less to make reasonable conclusions about the effects of retention on a student's academic achievement or the probability of his dropping out of high school.

Even when attrition and replacement throughout the middle school years are taken into account, the limited range of potential peer effects at KIPP schools does not explain the large cumulative impacts on student achievement identified by prior studies.

More importantly, they say, the effects persisted when children were aged 11, but add `... the estimated effects of school starting age on other mental health constructs, which have weaker links to subsequent student achievement, are smaller and less persistent.»

But when asked what effect racially diverse environments have on achievement, half of teachers and three - quarters of students responded that integrated classes have no impact on student learning.

If teachers tend to rely more on lectures when assigned more capable or attentive students, this would generate a positive relationship between the amount of time spent lecturing and student achievement, even in the absence of a true causal effect.

To the dismay of federal officials, the Coleman Report had concluded that «schools are remarkably similar in the effect they have on the achievement of their pupils when the socio - economic background of the students is taken into account.»

However, research on school competition has yet to reveal a strong effect on student achievement except when schools are in close proximity to one another.

The suit filed in state Supreme Court in Albany by the STA and about 30 city teachers, and supported by New York State United Teachers, argues SED did not properly account for the devastating effects of student poverty on achievement when it set growth scores on state tests in grades 4 - 8 math and English Language Arts.

As well, CT showed larger effects on the mathematics achievement of special need students than that of general education students, the positive effect of CT was greater when combined with a constructivist approach to teaching than with a traditional approach to teaching, and studies that used non-standardized tests as measures of mathematics achievement reported larger effects of CT than studies that used standardized tests.

ii ABSTRACT Isolating the effect of a given teacher on student achievement (value - added modeling) is complicated when the student is taught the same subject by more than one teacher.

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.

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.

A number of statistical issues arise when we try to estimate these effects based on student achievement.

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.

Research confirms what logic and experience dictate: that teachers - in training are significantly less effective in supporting student achievement than those who are fully trained when they enter teaching, and that the negative effects are particularly pronounced for students whose success depends most acutely on fully - trained professionals.

When schools are as bad as they are in the inner - city neighborhoods of Detroit, Washington, and a few other large cities, they certainly have a depressing effect on student achievement.

When Congress passed the 1964 Civil Rights Act, it included a mandate for a nationwide study to assess the effects of inequality of educational opportunity on student achievement.

When students are grouped and one teacher gets the lowest performing students, another gets the gifted students, and so on, there is no positive impact on student achievement (even with the highest group the effect size is minimal).

Robert Marzano has conducted more than 60 educational studies showing that there is a significant effect on students» academic achievement when games and activities are applied to their learning process.

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.