Kozol feels it unnecessary to rely on
empirical measures of achievement because they «don't speak of happiness.»
Not exact matches
Existing
empirical evidence, however, does not find a strong role for
measured characteristics
of teachers — such as teacher experience, education, and test scores
of teachers — in the determination
of academic
achievement of students.
The
measures of teacher quality that are used by most public school systems to screen candidates and determine compensation — certification, experience, and education level — have been well researched, but there is little definitive
empirical evidence that these characteristics, defined in general terms, are associated with higher student
achievement.
I can't prove that Santa is real, but with enough persistence can I come up with a rigorous
empirical analysis that
measures the causal effect
of Christmas on student
achievement?
A recent review (McCarty & Wiley, 2011) notes that «there is compelling
empirical evidence that strong, additive, academically rigorous Native language and culture programs have salutary effects on both Native language and culture maintenance / revitalization and student
achievement, as
measured by multiple types
of assessments.»
Eliminate the 25:1 student - to - teacher ratio for virtual charter schools — a
measure based on no convincing
empirical evidence that it raises student
achievement — and take virtual charters out
of the category
of independent study.
I have yet to see a testing company offer
empirical research or any other guarantee backing the use
of student
achievement tests for
measuring teacher effectiveness.