The similarities of these two schools eliminate many of the traditional explanations
for differences in student achievement and we are left with banal descriptions of «good teaching» in one or «ineffective leadership» in the other.
Not exact matches
The landmark 1966 Coleman Report highlighted the importance of peer environment along a number of dimensions, but work by Caroline Hoxby and Gretchen Weingarth
in 2006 suggests that the share of poor
students has only a modest effect on
achievement once
differences in the prior
achievement of
students have been accounted
for.
The OECD's Programme
for International
Student Assessment (PISA) shows that some countries have been successful both
in lifting overall levels of
achievement and
in reducing
differences related to socioeconomic background.
First, we use our entire sample to analyze the extent to which the schools that
students attend can explain the overall variation
in student test scores and fluid cognitive skills, controlling
for differences in prior
achievement and
student demographic characteristics (including gender, age, race / ethnicity, and whether the
student is from a low - income family, is an English language learner, or is enrolled
in special education).
On four items — school discipline, expectations
for student achievement, school building and facilities, and the racial and ethnic diversity among
students — we find no significant
difference in the variation
in satisfaction across sectors.
This is a summary of Gender and sex
differences in student participation,
achievement and engagement
in mathematics by Dr Sarah Buckey, the first
in a series of papers, Changing minds: Discussions
in neuroscience, psychology and research, published by the Centre
for Science of Learning @ ACER.
Treatment - group schools need to at least outpace their counterparts
in the control group over these two years
for us to say that merit pay made a real
difference for student achievement.
Because the studies use data from a single school year to contrast
students in middle schools and K — 8 schools, most of the available research can not reject the possibility that
differences between the groups of
students, rather than
in the grade configuration of their schools, are actually responsible
for the
differences in behavior and
achievement.
We report those
differences,
in standard deviations of
student achievement in math and reading,
for the 3rd through 8th grades.
Evaluations of any educational technology program often confront a number of methodological problems, including the need
for measures other than standardized
achievement tests,
differences among
students in the opportunity to learn, and
differences in starting points and program implementation.
We also adjusted the data to account
for changes
in state spending on education and
for parents» educational levels, which provides controls
for simultaneous changes
in state policies or
differences in demographics that might confound the analysis of how accountability systems influenced
student achievement.
Nonetheless, while this
difference in replacement patterns is noteworthy, it can not account
for KIPP's overall impact on
student achievement.
In our work with public school educators seeking to close the
achievement gap
for disadvantaged
students, we have confronted this question often and have come to believe that the critical
difference between schools that excel and schools that do not is the quality of execution.
Throughout, we accounted
for differences in previous
student achievement,
student demographics, and classroom characteristics.
Only after these background factors are fully accounted
for is the second step taken — a look at the characteristics of the schools that make the biggest
difference in determining the variation
in student achievement.
Students with a growth mindset present a higher increase in achievement at higher grades, a difference that may be due to actual differences or to differences in the accuracy of reporting for older students relative to younger s
Students with a growth mindset present a higher increase
in achievement at higher grades, a
difference that may be due to actual
differences or to
differences in the accuracy of reporting
for older
students relative to younger s
students relative to younger
studentsstudents.
Although comparable measures of the rate of
student learning are not available
for Chile, researchers studying the Chilean school system typically consider a
difference in student achievement of 10 percent of one standard deviation to be a small to moderate effect.
We found that about half of the
difference in student outcomes
in schools slated
for closure and the broader sample of schools can be explained by
differences in incoming
students» demographic characteristics, absenteeism, and
achievement in middle school.
The authors note that the schools given the opportunity to participate needed to «out - pace their counterparts
in the control group» over the program's first two years
in order to demonstrate that merit pay made a real
difference for student achievement.
In a new study presented at the this year's fall research conference of the Association for Public Policy Analysis and Management in Chicago, we used data from CORE Districts, to assess whether there are systematic mindset differences present in the US population within and across schools, and whether holding a growth mindset predicts academic achievement gains of student
In a new study presented at the this year's fall research conference of the Association
for Public Policy Analysis and Management
in Chicago, we used data from CORE Districts, to assess whether there are systematic mindset differences present in the US population within and across schools, and whether holding a growth mindset predicts academic achievement gains of student
in Chicago, we used data from CORE Districts, to assess whether there are systematic mindset
differences present
in the US population within and across schools, and whether holding a growth mindset predicts academic achievement gains of student
in the US population within and across schools, and whether holding a growth mindset predicts academic
achievement gains of
students.
As an additional step to address any lingering concerns about Catholicism's direct influence on
student achievement, we conducted both stages of our analysis again, this time accounting
for the relationship between contemporary
differences in the share of Catholic adherents
in a country and
student achievement.
Arthur Levines 2006 study, Educating School Teachers,
for example, found no significant
difference in mathematics or reading
achievement in students taught by teachers educated at NCATE - and non-NCATE-accredited institutions.
In the years since people first began talking about the
achievement gap, Ferguson has widened his scope of inquiry, developing a broad vision
for correcting inequities that centers less on the
differences between groups and more on raising the bar
for all
students.
While quantitative input measures show little impact, several measures of institutional structures and of the quality of the teaching force can account
for significant portions of the immense international
differences in the level and equity of
student achievement.
Over the last decade, research
in public education has led us to three conclusions about the teaching profession: teachers are the most important
in - school factor
in determining
student achievement; there is wide variation
in teacher effectiveness; and those
differences really matter
for kids.
Joyful Teaching
in an Age of Change: A SOAR - ing Tale, the creator of the SOAR School - Year Theme Kit, and co-author, with Robert J. Marzano, of Teacher Evaluation That Makes a
Difference: A New Model
for Teacher Growth and
Student Achievement.
Whether parents work one - on - one with
students who need help with reading or grade math worksheets as part of an enrichment program, groups can make a
difference in student achievement while motivating
students to do their best when it's time
for the test.
After analyzing
student outcome data and comparing current
student performance with annual yearly progress benchmarks
for student achievement, the leadership team agrees that there are significant
differences in outcomes among
students of diverse racial, ethnic, cultural and linguistic backgrounds unrelated to socioeconomic status???.
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.
But Devos, like many officials
in New York City who are responsible
for holding schools accountable
for student achievement, fumbled on this issue by not understanding the distinct
difference nor significance between absolute proficiency and
student growth.
A study of teachers
in New York City,
for instance, concludes that the
difference between teachers from programs that graduate teachers of average effectiveness and those whose teachers are the most effective is roughly comparable to the (regression - adjusted)
achievement difference between
students who are and are not eligible
for subsidized lunch.
In examining
student achievement at APP - led and non-APP-led schools, the research adjusted
for student background
differences.
Supplementing the five case studies, brief vignettes written by practitioners show how core practices — teamwork, the use of
achievement data, and planning
for measurable goals — made an immediate and profound
difference in student learning at their respective schools.
Join the California Department of Education, the Campaign
for Grade - Level Reading and Attendance Works as they highlight the work of principals who have made a
difference in reducing chronic absence and raising
student achievement.
* Superintendents account
for a very small fraction (0.3 percent) of
student differences in achievement.
Fifty years of research have established that these out - of - school influences account
for the majority of
differences in student achievement.
Co-Founder, Co-Facilitator - Happy Go Teach Teacher Conference - 2016, 2017 Keynote Speaker - Teach Your Heart Out Teacher Conference - 2016, 2017 Keynote Speaker - North Carolina Reading Association - 2016 Keynote Speaker - East Carolina University Reading Conference - 2014 Contributing Writer
for the International Reading Association - 2014 Contributing Writer
for Parents Magazine - 2014 Creative Freedom Award - Duke University - August 2013 Invited Speaker - North Carolina Reading Conference - 2013 Guest Blogger
for www.whattoexpect.com Knightdale 100 «Making a
Difference in Student Achievement» Award - November 2011 Contributing Writer
for the Parent Matters Magazine 2010 Teacher Trainer
for the Florida Reading Initiative 2006
Difference is, the Sheff efforts are rooted
in Brown vs. Board of Education and other Civil Rights legislation, whereas the Common Core and other «reformy» actions are untried ploys that ultimately will increase the racial and economic segregation of our Two Connecticuts and further widen the
achievement gap
for our
students.
«Never have we been more optimistic about transforming
achievement and making a real and measurable
difference in the outcomes
for students —
in their academic pursuits,
in their careers, and
in their contributions to our nation and to their own communities.»
On the 2016 Partnership
for Assessment of Readiness
for College and Careers (PARCC) assessment, 52 % of BVP
students scored proficient
in ELA and 42 %
in math, compared to RI's averages of 39 % and 32 %, respectively — a double - digit
difference in achievement in both.
There were no
differences in math test scores among
students whose parents had low math anxiety, and no
differences in reading
achievement for parents with different levels of math anxiety.
On the 2016 Partnership
for Assessment of Readiness
for College and Careers (PARCC) assessment, 52 % of BVP
students scored proficient
in ELA and 42 %
in math, compared to RI's averages of 39 % and 32 %, respectively — a double digit
difference in achievement in both.
While a degree isn't the answer
for all
students, such an
achievement for some, like those from families without a history of finishing college, could make a significant
difference in their careers.
However, controlling
for pre-existing
differences in student demographics and
achievement, APP principals bettered their comparison group counterparts
in ELA performance
in elementary and middle schools.
Superintendents account
for a smaller fraction of
student differences in achievement than any other major component of the education system.
«I don't know if
students would notice it
in the moment, but we hope that stepping back, they will be able to feel and see the
difference,» said Shannon Garfield, senior director of special services
for Achievement First Inc., the parent company
for the Hartford charter school.
A new video and accompanying resources from BEST NC help to break down the
difference between growth and
achievement measures, including their important role
in keeping
students on track
for college and career opportunities, and identifying best practices and excellent educators.
help to break down the
difference between growth and
achievement measures, including their important role
in keeping
students on track
for college and career opportunities, and identifying best practices and excellent educators.
There is, of course, a wide spectrum of implementation as teachers like Laura learn how to design and manage expeditions, but there's one thing all our teachers have discovered: When
student work culminates
in a genuine product
for an authentic audience, it makes a world of
difference in student engagement, learning, and
achievement.
For instance, if there is a set of classrooms that are using some new piece of educational software, we should be able to go out and find other classrooms that have very similar students, that have students with similar prior achievement, similar demographics and so forth, and then just track them over time and just automatically report the differences in outcomes for the students receiving the software and then the comparison group of students that aren
For instance, if there is a set of classrooms that are using some new piece of educational software, we should be able to go out and find other classrooms that have very similar
students, that have
students with similar prior
achievement, similar demographics and so forth, and then just track them over time and just automatically report the
differences in outcomes
for the students receiving the software and then the comparison group of students that aren
for the
students receiving the software and then the comparison group of
students that aren't.