Sentences with phrase «find negative effects on student»

The editorial goes on to cite as evidence the most recent «gold - standard» study by the National Bureau of Economic Research (NBER), which analyzed Louisiana's voucher program and found negative effects on student test scores.

Not exact matches

Likewise, homeschooling seems to mitigate the negative effects of low levels of parents» education on student achievement — a finding that's especially intriguing since these parents are the educators — as well as the negative effects of family socioeconomic variables and race displayed in public schools.

«Our findings on the effects of homework challenge the traditional assumption that homework is «inherently good» (Gill & Schlossman, 2001, p. 27), and instead suggest that researchers, practitioners, students, and parents unpack why the default practice of assigning heavy homework loads exists, in the face of evidence of its negative effects.»

In related work conducted in Massachusetts, Harvard economist Josh Goodman finds no effects of school closures on student achievement but large negative effects of weather - induced absences on moderately snowy days when schools remained open.

Two recent experimental evaluations of the Louisiana Scholarship Program found negative effects of the program on student test scores but one study was limited to just a single year of outcome data and the second one (which I am leading) has only analyzed two years of outcome data so far.

Multiple laboratory - style studies demonstrate the negative effects of laptop multitasking on test performance, including a 2013 study by Faria Sana, Tina Weston, and Nicholas J. Cepeda that found that test - score performance suffered not only if a student used a laptop during class, but also if he or she merely sat near a computer user.

A 2013 report from the Center for Research on Education Outcomes (CREDO) at Stanford University found that Uncommon's schools «completely cancel out the negative effect associated with being a student in poverty,» concluding that «it IS possible to take innovation to scale and maintain a focus on quality.»

My new policy for undergraduates will be to spend 10 minutes on the first day of class reviewing recent research on the negative effects of devices on student learning (research that I find quite compelling) and then offer students my recommendation that they put away their devices to the maximum extent possible.

Their summary of the sector's academic outcomes, which draws heavily on a series of studies by the Center for Research on Education Outcomes (CREDO) at Stanford University, is likewise relatively uncontroversial: there is a positive achievement effect for poor, nonwhite, urban students, but suburban and rural charters come up short, as do online charters, about which the authors duly report negative findings.

Researchers Craig Howley, of Ohio University and the Appalachia Educational Laboratory, and Robert Bickel, of Marshall University, set out to find out whether smaller schools could reduce the negative effects of poverty on student achievement.

That study, while reporting negative achievement effects for participants in Ohio's largest voucher program, also found that students remaining in public schools performed higher on tests, owing to program - induced competition.

A third study using a different approach and using data only on Texas schools finds mixed results in the first year of implementation including negative impacts on student achievement in elementary and middle school, and positive effects on high school graduation rates.

Payne Carter and her colleagues note that this finding is consistent with a handful of other recent, careful studies in which researchers also found that classroom technology had negative effects on student learning.

When I look within a three - mile radius, I find no evidence of spillover effects on test scores of students at district schools, positive or negative.

Nation's Only Federally Funded Voucher Program Has Negative Effect on Student Achievement, Study Finds (The Washington Post) Associate Professor Martin West weighs in on new research behind voucher programs and their impact on students» performance.

Examining 277 separate studies on the effect of teacher - pupil ratios and class - size averages on student achievement, he found that 15 percent of the studies found an improvement in achievement, while 72 percent found no effect at all — and 13 percent found that reducing class size had a negative effect on achievement.

But even that, if you look at the literature, you'll find that about one - third of the studies indicate that by giving feedback within the context of those studies actually had a negative effect on the student achievement.

The study's authors speculate on four potential explanations for the large negative effects that their program evaluation found: misalignment of private school curriculum to the Louisiana State Standards; differences between serving scholarship students with achievement gaps and traditional private school students; success of other education developments, especially in New Orleans; and the overall quality of private schools willing to participate in the program.

He examined 277 different studies on the effect of teacher - pupil ratios and class - size averages on student achievement, he found that 15 percent of the studies found an improvement in achievement, while 72 percent found no effect at all — and 13 percent found that reducing class size had a negative effect on achievement.

Worse, 13 percent found that reducing class - size actually had a negative effect on student learning.

A 2013 study by the Center for Research on Education Outcomes (CREDO) at Stanford University found that attending an Uncommon school «completely cancel [s] out the negative effect associated with being a student in poverty.»

The strongest support for the «poor implementation» hypothesis is the fact that the researchers found that as time went on, younger students seemed to experience less of a negative effect from the instructional reform.

A new study commissioned by the Association for Equity in Funding (AEF) finds disparities in school funding among school districts with vastly different student demographics have negative effects on student outcome measures such as scores on school and district report cards.

While they found school leadership could have a positive effect on student achievement, they also discovered school leadership could have a negative effect if a principal lacked specific leadership responsibilities such as understanding the level of change that needed to be implemented at a given school.

A new paper by researchers at the University of Michigan, Stanford and the University of Virginia found that high teacher turnover in elementary schools has a negative effect on students» math and English achievement, regardless of whether the teachers who leave are considered especially good at their jobs.

The report found that «a more positive school climate is related to improved academic achievement, beyond the expected level of achievement based on student and school socioeconomic status backgrounds,» and can mitigate the negative effects of poverty on academic achievement.

The study found that the voucher program had a negative effect on student achievement in both reading and math after its first two years.

Charter schools also had significant positive effects on the reading scores of students with special needs.13 These results are supported by additional findings that charter schools have the most positive impacts on black and Hispanic students, and the least positive impacts on white students.14 In fact, research has found some evidence of negative impacts on white students and non-poor Hispanic students in both math and reading compared to their peers in traditional public schools.13 16

In contrast to the main findings of present study, this earlier study found non-significant, negative effects of collective leadership on students.

The Washington Post: Nation's Only Federally Funded Voucher Program Has Negative Effect on Student Achievement, Study Finds

70, § 24 - 100.3 (2009): «The Legislature finds that bullying has a negative effect on the social environment of schools, creates a climate of fear among students, inhibits their ability to learn, and leads to other antisocial behavior.

Counter to expectations, we found negative TFGA effects on student - reported trait anger and anger control.