He found significant variability in LAUSD teacher quality, as demonstrated by student performance on standardized tests in reading and math, and he concluded that differences between «high - performing» and «low - performing» teachers accounted
for differences in student performance.
In higher - performing settings, district leaders understood that the reasons
for differences in student performance, or in implementation of district initiatives, were particular to the setting.
Not exact matches
Along the way, certainly, those efforts have produced individual successes — schools and programs that make a genuine
difference for some low - income
students — but they have led to little or no improvement
in the
performance of low - income children as a whole.
Hattie also also criticises
performance pay models
in the report, saying that it is «difficult to find a
performance - pay model that has made much, if any,
difference to
student learning» and that they often cause higher stress levels
for teachers, which can cause them to lose enthusiasm.
The OECD says results from the PISA collaborative problem - solving assessment show only 9 per cent of the
differences in students» scores (after accounting
for their
performance in the three core domains of science, reading and mathematics), is observed between schools.
These
differences in school effectiveness have important consequences
for students» academic
performance.
If the gains observed
for 4th graders were a function of
differences in the type of
students entering that grade due to the retention policy, then the
performance of those entering 3rd grade should look essentially the same after 2002 as it did before the retention policy was put into place.
I think the
performance assessments that should make the most
difference for students should be developed by teachers to reflect state standards and the school's curriculum and provide flexibility so that
students can show their capacity
in multiple ways.
To eliminate the effects of any chance
differences in performance caused by other observable characteristics, our analysis takes into account
students» age, gender, race, and eligibility
for the free lunch program; whether they had been assigned to a small class; and whether they were assigned to a teacher of the same race — which earlier research using these same data found to have a large positive effect on
student performance (see «The Race Connection,» Spring 2004).
PISA results show that when
students discuss money matters with their parents, they have significantly higher financial literacy skills, even after accounting
for differences in socio - economic background and their
performance in other subjects.
Moreover, the cross-school
differences in the relative success of advantaged and disadvantaged
students argue
for enacting school accountability policies that shine the light on the success of specific populations, rather than concentrating solely on overall schoolwide
performance levels or gains.
To test this, we made a second set of comparisons that adjust
for differences in the background characteristics and prior
performance of incoming
students.
Average Year 9 reading results
for schools
in three ICSEA groups (2009 to 2013) Of particular concern is the observation that, since 2000, between - school
differences in student performance in PISA have been increasing.
While much more research is needed to understand the effectiveness of virtual schooling
for students in K — 12, the small body of research available points to no significant
differences in student performance in online courses versus face - to - face learning.
Hanushek points out that actual spending increases during the time period they studied was more like 100 percent, gaps have not closed, and other explanations
for low
performance such as increases
in the numbers of
students in poverty don't explain the
difference.
Like policy researchers, measurement researchers generally have not distinguished among different subject areas
in their targets
for study or
in their conclusions and recommendations, even though Linn (1998)(a prominent measurement researcher) has found
differences in student performance across subject areas and within subscales of the same subject area.
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???.
Galloway (1995) investigated homeschooled graduates» potential
for success
in college by comparing their
performance with
students from conventional schools and found insignificant
differences, except
in the ACT English subtest scores.
«
In countries like France and the United States, perceived disadvantage is far greater than real disadvantage, and it makes a significant difference for student performance,» Schleicher wrote in the articl
In countries like France and the United States, perceived disadvantage is far greater than real disadvantage, and it makes a significant
difference for student performance,» Schleicher wrote
in the articl
in the article.
If there are large discrepancies between the aggregate
performances of
students on different measures that are not explained by
differences in the skills and content they are measuring, this is a flag
for further examination of how the assessments are being designed or scored.
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.
Critics point out that such tests measure
students on just one day of the year and do not account
for external factors or
differences in learning that might influence
student performance.
While test vendors provide estimates of split - test reliability, these measures do not account
for potentially important day - to - day
differences in student performance.
But it does explain why research shows that the
difference between teachers only accounts
for at most 20 % of the variance
in student test
performance.
On the Texas Assessment of Academic Skills (TAAS)
in math, the
performance of male
students exposed to the intervention was much higher than that of males not exposed to the intervention;
for females, the
difference was even larger.
In spite of the many millions of dollars poured into expounding the theory of paying teachers for higher student test scores (sometimes mislabeled as «merit pay»), a new study by Vanderbilt University's National Center on Performance Incentives found that the use of merit pay for teachers in the Nashville school district produced no difference even according to their measure, test outcomes for student
In spite of the many millions of dollars poured into expounding the theory of paying teachers
for higher
student test scores (sometimes mislabeled as «merit pay»), a new study by Vanderbilt University's National Center on
Performance Incentives found that the use of merit pay
for teachers
in the Nashville school district produced no difference even according to their measure, test outcomes for student
in the Nashville school district produced no
difference even according to their measure, test outcomes
for students.