Sentences with phrase «evidence on student achievement»

On top of that, early evidence on student achievement also points to negative outcomes for families that took advantage of the vouchers.

The Mystery of Good Teaching: Surveying the Evidence on Student Achievement and Teachers» Characteristics.

«The evidence on student achievement gains is like a giant divining rod,» said Thomas Kane, a professor of education at Harvard University and director of the research project, in an interview.

The mystery of good teaching: Surveying the evidence on student achievement and teachers» characteristics.

No Excuses Charter Schools: A Meta - Analysis of the Experimental Evidence on Student Achievement

To answer these questions, I turn to the international evidence on student achievement.

Not exact matches

A new wave of evidence: the impact of school, family and community connections on student achievement.

«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.

In their analysis, they found that Expeditionary Learning Outward Bound (ELOB) had highly promising and significant evidence of effectiveness (six studies across multiple states) to support the positive impact the program has on student achievement.

Matt Chingos of Brookings and Guido Schwerdt of the University of Konstanz are out today with a new Program on Education Policy and Governance working paper that provides, to my knowledge, the first credible evidence on the effects of online courses on student achievement in K - 12 schools.

Most of the contributors to the volume have found evidence that policies that focus on high - stakes testing corrupt educational reform and undermine achievement, especially for at - risk students.

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.

On the contrary, the evidence seems to suggest that the families that are most in need of school choice — minorities, low - income households, and students with lower prior academic achievement — are more likely to apply.

In his 2014 academic paper — The achievement effects of tardy classmates: Evidence in urban elementary schools — Michael Gottfried explores the impact of tardy students» behaviour on their peers.

Despite these differences, the bulk of the available, high - quality evidence on school voucher programs suggests that they do yield positive achievement effects for participating students.

Reviewing the Evidence on How Teacher Professional Development Affects Student Achievement (PDF).

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.

To our knowledge, no existing studies offer convincing evidence on the causal effect of G&T programs on student achievement.

Still, there is strong evidence — primarily at the elementary level where implementation is the greatest — to suggest that year - round schedules can have a positive impact on student achievement.

Of the more than 1,300 studies identified as potentially addressing the effect of teacher professional development on student achievement in three key content areas, nine meet What Works Clearinghouse evidence standards, attesting to the paucity of rigorous studies that directly examine this link.

In «A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement,» published in 2002 by the Southwest Educational Development Laboratory, Anne T. Henderson and Karen Mapp reviewed years of research on parent involvement, and their conclusions are unequivocal: When parents are involved in school, students of all backgrounds and income levels do better.

The 2006 Child Well - Being Index, released in March by the Foundation for Child Development in cooperation with Duke University and the Brookings Institution, suggests a general lack of progress for K - 12 students, evidenced by flat scores on the National Assessment of Educational Progress, persistent achievement gaps, and falling high school graduation rates.

Much evidence suggests that school decisions about curricula (e.g., textbooks, instructional software, and the corresponding pedagogy) can have comparatively large effects on student achievement.

Effects of Teacher Professional Development on Gains in Student Achievement: How Meta - Analysis Provides Scientific Evidence Useful to Education Leaders (PDF).

If you are not persuaded by the evidence I reviewed yesterday on the disconnect between achievement results and other outcomes, I suggest you read an excellent book written by Nobel Prize winning economist James Heckman and his students called The Myth of Achieveachievement results and other outcomes, I suggest you read an excellent book written by Nobel Prize winning economist James Heckman and his students called The Myth of AchievementAchievement Tests.

A Little Rock, Arkansas, performance - pay program lasted only three years and was not renewed by the local school board, despite evidence of positive effects on student achievement in math, reading, and language.

On the other hand, he defies proponents of charters, vouchers, and other forms of school choice as wishful thinkers disposed to let marketplace theories trump evidence of student achievement while also undervaluing education's civic and cultural roles.

Cambridge, MA — A Harvard University study released today provides the first evidence from a nationally representative sample of Americans that the public, and especially parents, grade their local schools on the basis of student achievement and not on the percentage of students at the school who are African American or Hispanic.

As is well known, the economic benefits of a college education have risen dramatically during the past quarter century, and substantial evidence shows that students with good grades or high scores on achievement tests tend to pursue more education.

He is entirely correct in observing the strong evidence showing that family income, parental education, family composition, housing stability, and other social factors have a substantial effect on student achievement.

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.

A new research center at Rutgers University intends to build on evidence that well - equipped school library media centers can boost student achievement.

Despite the challenges of isolating the impact of school desegregation on student achievement, a small but growing body of research provides valuable evidence on the relationship between segregation policies and students» academic and social outcomes.

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.

By undercutting these reform strategies and presenting evidence on the powerful influence of social class on student achievement, Rothstein hopes to convince us that we can expect little from focusing on reform within the school system.

However, research to date finds little evidence of a strong positive effect of teachers» pay on student achievement.

Recent evidence suggests that the teachers with larger student - achievement gains on state tests also seem to have students with greater long - term career success.

Second, check out the evidence — albeit anecdotal — that when schools ease up on swift, forceful disciplinary practices and instead put a premium on «restorative practices» and «conflict resolution,» they find themselves with declining student achievement.

This study provides new evidence on the importance of school leadership by estimating individual principals» contributions to growth in student achievement.

The costs of extra planning time are offset, however, by significant rewards, as evidenced by students» successes and their improved confidence and attitudes, as well as their achievement on standardized tests.

A Progressive Policy Institute study of D.C.'s charter experience summarized the situation perfectly: «There is no clear evidence that charter schools have had a direct impact on student achievement in DCPS schools or otherwise driven systemic reform.»

Today's reform environment demands hard evidence on which programs and policies are effective at raising student achievement.

Accountability doesn't seem to do a great job at closing achievement gaps (though it certainly shines a light on underperformance), but there's considerable evidence that it can raise student achievement.

Reality: There's some evidence indicating that integrated schools have a positive impact on the achievement of minority students, especially blacks.

The results presented here constitute the strongest evidence to date on the relationship between teachers» observed classroom practices and the achievement gains made by their students.

If we want local leaders to make decisions on the basis of evidence — and be rewarded for it — we need to provide them with evidence denominated in their local currency — their own students» achievement.

A back - end check that the evaluation results corresponded with evidence of impact on student achievement, where available, could have accomplished our purposes more effectively.

In Arizona, a state that has always had charter schools that draw middle - class students, there is evidence that, on average at least, charters are not doing any better at raising student achievement than district schools; outside of urban areas, they appear to do a bit worse.

Others, like spending on education, could «touch» students indirectly, but there's no strong evidence to support their link to achievement.

She is well aware of the research literature that shows little evidence that family income has a large causal impact on student achievement.