Sentences with phrase «estimated effects on achievement»

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.

Here we consider in more depth four specific factors that could bias the estimated effects on achievement: population change, interim school effects, hurricane - related trauma and disruption, and test - based accountability distortions.

Not exact matches

We also estimated a separate effect on achievement for each of the 32 charter schools with students in grades 3 through 8.

We will estimate the effect of the retesting policy on all students across the distribution of achievement, not just the effect on the students who are retested.

In high - poverty schools, we estimate that the overall effect of all teacher turnover on student achievement is 0.08 of a standard deviation in math and 0.05 of a standard deviation in reading.

That suggests that any estimates of the effect of teacher gender on girls» math achievement may well be biased by the fact that women are more likely to be assigned to lower - performing math students.

Semiparametric lower bound estimates of the variance in teacher quality based entirely on within - school heterogeneity indicate that teachers have powerful effects on reading and mathematics achievement, though little of the variation in teacher quality is explained by observable characteristics such as education or experience.

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.

During this period, the Ypsilanti (Michigan) Preschool Demonstration Project was distinctive in using a randomized trial to estimate the High / Scope program's effect on children's achievement.

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.»

One way to estimate the possible size of peer effects at KIPP is to combine our findings with other research on how peers» prior scores affect student achievement.

By way of comparison, we can estimate the total effect a given teacher has on her students» achievement growth; that total effect includes the practices measured by the TES process along with everything else a teacher does.

Using the upper range of their effect size estimates, $ 100 spent on classroom coaches would yield a gain of over one - half standard deviations in student achievement, and one - to - one tutoring would yield a one - quarter standard deviations improvement.

Having estimated this relationship between Catholicity in the past and competition in the present, we then use that estimate to isolate the causal effect of private school competition on the achievement of individual students across 29 countries.

The estimated effects of the private school share on student achievement are somewhat smaller in science and reading than in math, but they remain substantial, positive, and statistically significant (see Figure 2).

The analysis so far has been limited to educational outcomes, estimating the effect of private school competition on students» achievement.

In addition, the estimated effect of Catholic - induced private school shares on student achievement increases relative to our first version of the analysis, which did not account for contemporary Catholic adherence.

That lower bound of the estimated effect is what we will use as we calculate the economic worth of a teacher by combining a teacher's impact on achievement with the associated labor market returns.

The researchers estimate the statistical relationship between the size of the Catholic population in 1900 and the extent of private schooling today and use this estimate to isolate the causal effect of private school competition on contemporary student achievement.

Employing information on in - class time use provided by a nationally representative sample of U.S. teachers in the 2003 Trends in International Mathematics and Science Study (TIMSS), we estimate the impact of teaching practices on student achievement by looking at the differential effects on the same student of two different teachers, using two different teaching strategies.

We estimate correlations between charter schools» policies and their effects on achievement.

We use student assignment lotteries to estimate the effect of charter school attendance on student achievement in Boston.

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.

Achievement effects are estimated using school - average test scores on state standardized math assessments.

When existing research, «warts and all,» does not converge on his expectation that collective bargaining lowers achievement, he writes that off to how difficult it is to empirically disentangle complex causal chains and reasserts his faith that «whether the exact effects of collective bargaining on achievement can be well estimated or not, rules that keep bad teachers in the classrooms are still bad for kids.»

The combined effect of these alternative factors on long - term achievement gains appears small, however, especially when compared with our initial estimate of the reform effects.

To be sure, statewide analyses can provide accurate estimates of the impact of school resources — but only if the analyst includes within the statistical model all the factors that affect student performance and, in the standard linear regression model generally favored by RAND, if these factors have a constant, additive effect on student achievement.

Yet our estimates suggest that the effect of middle - school entry on student achievement is larger for students entering in grade 7 than for students entering in grade 6.

Estimating the effect of individual teachers» grading standards on their students» achievement gains assumes that these standards remain relatively consistent over time, that they are not unduly influenced by the composition of their class, and that they are not a reflection of some other observable characteristic that might account for any effects we observe.

Quasi-Experimental Estimates of the Effect of Class Size on Achievement in Norway Using a comprehensive administrative database we exploit independent quasi-experimental methods to estimate the

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

We therefore use a variety of fixed effects approaches to estimate the link between student achievement and these three forms of being to new one's job assignment — new to teaching, new to school, or new to position within the same school — with a particular focus on the latter given that so many teachers experience within - school reassignments and we know so little about how students are affected by it.

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

Estimated effects on kindergarten entry achievement gaps between low - income and higher - income children were also large: The math gap would reduce by an estimated 27 percent and the reading gap would reduce by an estimated 41Estimated effects on kindergarten entry achievement gaps between low - income and higher - income children were also large: The math gap would reduce by an estimated 27 percent and the reading gap would reduce by an estimated 41estimated 27 percent and the reading gap would reduce by an estimated 41estimated 41 percent.

Home versus School Learning: a New Approach to Estimating the Effect of Class Size on Achievement *

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.

A model that compares teachers to the average teacher across all schools produces estimates of teacher effectiveness that are combinations of teacher and school effects on student achievement.

Teachers are the most important in - school factor for student achievement.97 Indeed, research estimates that teachers have two to three times the effect of any other school factor, such as school services and leadership, on student academic performance.98 An oft - cited study underscores the scope of this effect, finding that students with three consecutive high - performing teachers scored approximately 50 percentile points higher than students placed with three consecutive low - performing teachers.99

Our results provide a clear example that caution is needed when interpreting estimated teacher effects because there is the potential for teacher performance to depend on the skills that are measured by the achievement tests.

Exploiting the lottery - based admissions process of one technology - focused academy, we then estimate causal effects of participation in a career academy on high school attendance, achievement, and graduation, as well as college - going.

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.