Sentences with phrase «find gains in achievement»

Not exact matches

While men start businesses primarily for growth opportunities and profit potential, women most often found businesses in order to meet personal goals, such as gaining feelings of achievement and accomplishment.

Critics will continue to point to the fact that no impacts of the program have been observed in math, or that applicants from SINI schools, who were a service priority, have not demonstrated statistically significant achievement gains at the subgroup level, as reasons to characterize these findings as disappointing.

Applying prior research findings about how gross domestic product increases with student achievement gains, the analyses show that if North Carolina began its implementation in 2015 — 16, then the annual gross state increases through 2031 would have an estimated net present value of $ 4.6 billion to $ 7.7 billion.

We find that the accountability provisions of NCLB generated large and statistically significant increases in the math achievement of 4th graders and that these gains were concentrated among African American and Hispanic students and among students who were eligible for subsidized lunch.

In a new article for Education Next, David Osborne, director of the project on Reinventing America's Schools at the Progressive Policy Institute, finds Denver's pursuit of this strategy, which has increased school leader autonomy, has produced impressive gains in student achievement, leading to growing public support for the reformIn a new article for Education Next, David Osborne, director of the project on Reinventing America's Schools at the Progressive Policy Institute, finds Denver's pursuit of this strategy, which has increased school leader autonomy, has produced impressive gains in student achievement, leading to growing public support for the reformin student achievement, leading to growing public support for the reforms.

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.

A leading test publisher, aiming to refute charges that standardized - test scores are inflated, has found in a new study that elementary - school students registered substantial gains in basic - skills achievement over the past decade.

An analysis of test score gains made by students in 49 countries which was published in Ed Next last year found that students in the U.S. were not on track to close the global achievement gap.

The gains in schools that received «high - dosage tutoring in math were dramatic,» and the study found that although the tenets of the program worked together to produce strong overall results, tutoring was, on its own, «highly effective in increasing achievement.»

Reexamining the published research in light of the new standards, however, they found that the use of leveled text beyond the very first years of primary school yielded no achievement gains in students.

We do find, for example, that the average achievement gains in a teacher's classroom in 2002 — 03 is a modestly stronger predictor of the principal's rating than the gains in any previous year.

RAND II found only small NAEP achievement gains in Texas, similar to those nationwide and contrasting sharply with «soaring» scores on the Texas Assessment of Academic Skills (TAAS).

The Commission, chaired by Dr. Paul Hill of the University of Washington, carefully reviewed the research on the impact of school choice on student achievement and included in its report the following statement: «The most rigorous school choice evaluations that used random assignment... found that academic gains from vouchers were largely limited to the African - American students in their studies.»

Nor do the researchers find evidence that students who attend middle schools make larger achievement gains than their K - 8 peers in grades 9 and 10, by which time most Florida students have entered high school.

The Center for Learning in Technology researchers, led by Bill Penuel, found increased student engagement, greater responsibility for learning, increased peer collaboration skills, and greater achievement gains by students who had been labeled low achievers.

In fact, we found that exposure to the literacy hour significantly improved students» reading and English achievement, with bigger gains for boys than for girls.

In fact, if you look at Table 4 in their paper you will find that teachers with higher verbal SAT scores are negatively associated with student gains in math achievemenIn fact, if you look at Table 4 in their paper you will find that teachers with higher verbal SAT scores are negatively associated with student gains in math achievemenin their paper you will find that teachers with higher verbal SAT scores are negatively associated with student gains in math achievemenin math achievement.

An analysis conducted for Quality Counts 2006 by the EPE Research Center found a positive relationship between states that had pursued a standards - based education agenda and gains in student achievement.

While students showed gains on achievement tests after one year in the choice program, researcher Valerie Martinez of the University of Texas found that their families also had stronger educational backgrounds than those not in the program.

Our findings also speak only to the achievement gains of students using vouchers to switch to a private school in grades 5 — 8.

Findings demonstrate that a standards - based, inquiry science curriculum can lead to standardized achievement test gains in historically underserved urban students, when the curriculum is highly specified, developed, and aligned with professional development and administrative support.

They found that the amount of time students spent in independent reading was the best predictor of reading achievement and also the best predictor of the amount of gain in reading achievement made by students between second and fifth grade.

For middle - and high - school levels, the research team found that achievement gains in charter schools and traditional public schools were about the same, with two exceptions.

Such high expectations have helped the Houston - founded charter chain achieve continued gains in student achievement despite some minor speed bumps during massive growth, according to a comprehensive new study.

An independent, gold - standard randomized controlled trial published in September 2015 found that students who used Achieve3000 saw statistically significant and substantively important gains in literacy achievement.

A 2009 MIT - Harvard study, under the direction of Thomas Kane of the Harvard Graduate School of Education, found that «achievement gains among Boston charter school students were significantly higher than those of their peers in either BPS or pilot schools, especially in math.»

Patrick J. Wolf, education policy professor at the University of Arkansas, reports on a meta - analysis of 16 experimental studies of private - school - choice programs, which found achievement gains in reading.

A new, 50 - state report by the Center on Education Policy found that reading and math scores are rising and achievement gaps are narrowing, gains that are attributable in part to NCLB.

While it is true that there were no statistical gains in math achievement found for the treatment group, it must also be noted that the review covered a three - year period compatible with the program's infancy.

In terms of achievement impacts, our findings suggest non-trivial gains in student achievement are attainable simply by choosing more effective curriculum materialIn terms of achievement impacts, our findings suggest non-trivial gains in student achievement are attainable simply by choosing more effective curriculum materialin student achievement are attainable simply by choosing more effective curriculum materials.

The study found that students in the pilot districts posted bigger gains — and, in some cases, smaller losses — on the California Achievement Test than did students in other systems.

The findings were striking: «Charter school takeovers in the New Orleans Recovery School District appear to have generated substantial achievement gains for a highly disadvantaged student population that enrolled in these schools passively.»

A combination of funding pressures, a push by Superintendent John Deasy to find innovative ways raise academic achievement and a desire by local school sites to gain more control has led to a big jump this year in schools adopting new «autonomy» models.

An evaluation of the Apollo 20 program found that infusing these high - performing charter school best practices into HISD schools had a statistically significant effect on math achievement that rivals student - achievement gains in math of high - performing charter schools.

In a more recent, longitudinal study on schools implementing special strategies for educating disadvantaged children, Stringfield et al. (1997) found that the schools demonstrating the greatest achievement gains worked hard at both initial implementation and long - term maintenance of an innovation.

A recent Daily News analysis found that 33 Renewal schools showed gains in student proficiency, 29 schools remained stable, and 32 schools showed decreases in student achievement.

In their special strategies study, Stringfield et al. (1997) found that reform programs that focused on the primary grades had larger achievement gains in reading than schools that spread their efforts out across the elementary grades or into the secondary gradeIn their special strategies study, Stringfield et al. (1997) found that reform programs that focused on the primary grades had larger achievement gains in reading than schools that spread their efforts out across the elementary grades or into the secondary gradein reading than schools that spread their efforts out across the elementary grades or into the secondary grades.

A 2011 meta - analysis study of more than 30 studies (including the oft - cited 2011 Friedman Foundation Report) by the Center for Education Policy found that «the empirical evidence on vouchers is inconclusive and further found that any gains in student achievement are modest if they exist at all» (amicus brief, Schwartz v. López, 2016).

The Evaluation of the Comprehensive School Reform Program Implementation and Outcomes: Third Year Report (2008) provides third - year study findings regarding schools receiving comprehensive school reform (CSR) assistance awards in 2002, focusing on how CSR award receipt was related to subsequent changes in achievement and whether aspects of program implementation were associated with achievement gains.

They find that there's much greater gain in student achievement in a school when people work collaboratively in teams and when teams of teachers stay together over a period of time and build their collective know ledge and collective capacity.

Controlling for many potential confounds, we also found that only more frequent use of teacher - directed instructional practices was consistently and significantly associated with residualized (value added) gains in the mathematics achievement of first - grade students with prior histories of MD [i.e., mathematics difficulties].

And a new study from the National Center on Performance Incentives at Vanderbilt University — although not studying the important question of whether teachers who receive high scores on TAP evaluations tend to produce greater gains in their students» test scores — found that a small sample of secondary schools using TAP produced no higher levels of student achievement than schools that hadn't implemented the TAP program.

Researchers found significant achievement gains for students in small kindergarten classes and additional gains in 1st grade, especially for black students.

While there is not a clear causal effect between a teacher's own academic record and his or her ability to achieve the kinds of learning gains that help students excel, most studies do find a correlation between higher GPA and teacher effectiveness.43 Taken in aggregate with other factors, such as experience and rank of undergraduate school, some studies have found larger positive impacts, especially for math achievement.44 For this reason, a high GPA should not be the only factor that determines entry into the profession.

The study — funded by the Department of Education and the National Institutes of Health — found first - grade teachers with a higher percentage of students with math difficulties in their classrooms were more likely to use student - centered instructional methods (such as the use of calculators, or movement and music to learn math) that have not been associated with achievement gains.

Other researchers have found that teachers improve their practice at greater rates when they work in schools with better quality collaboration and that joint work on assessments is significantly predictive of achievement gains across math and reading (Ronfeldt et al., 2015).

Researcher Jesse Rothstein found that a student's 5th grade teacher could predict the student's achievement gains in the 4th grade, according to his study conducted in North Carolina.

These findings indicate that students in classrooms implementing Great Expectations ® methodology showed greater gains in student academic achievement during the school year compared to demographically similar students not exposed to GE.

For example, Fuchs and Fuchs1 found that providing teachers with graphic displays of students» scores on formative assessments was associated with a 26 percentile point gain in achievement.

As reported in the Wall Street Journal, a rigorous long - term study found that TEP produced major achievement impacts, including test score gains equal to an additional 1.6 years of school in math, with significant gains in science and English.