Sentences with phrase «estimated effects on student achievement»

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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.

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.

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 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.

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.

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.

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

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.