Sentences with phrase «for gains in student achievement»

She has been a leader in reform to make education more innovative and responsive, and supports teachers with ideas for gains in student achievement, and parents with new educational choices and options.

In Hillsborough, which includes Tampa and is the nation's eighth largest school district, she successfully implemented higher learning standards, partnered with teachers to develop a comprehensive evaluation system, and earned national recognition for gains in student achievement.

Thus, the authors stress that although the findings may look promising for charter schools, it is unclear if charters are directly responsible for gains in student achievement or if the gains are due to other factors, such as family motivation.

Each of the processes below have high effect sizes for gains in student achievement.

Not exact matches

For these reasons, the jury is still out on whether HSTW actually causes gains in student achievement.

The UA team credits these strategies for the recent gains they have seen in student achievement.

The individual studies of the privately funded K — 12 scholarship programs in the District of Columbia and Dayton reported overall achievement gains only for the large subgroup of African American students in the program.

Does evidence that the New York City bonus program did not lead to marked gains in student achievement, at least in the program's first two years, mean that merit pay for teachers in general does not work?

Schools operated by Achievement First, for example, have helped their students gain an additional 125 days of learning in math and 57 days in English over traditional public schools.

Annual average improvement target of 2.5 percentage point gains in achievement on state reading and math tests between 2018 and 2025 for all students and student subgroups; plan includes goal of reaching a graduation rate of 90 percent by 2025 for all students and student subgroups

Students made short - term gains in math and reading achievement, were better prepared for high school, and took fewer remedial courses once there.

In a 2001 report [download PDF (212 KB)-RSB- prepared for the Center for the Study of Teaching and Policy, authors Suzanne M. Wilson, Linda Darling - Hammond, and Barnett Berry credit the Education Enhancement Act for Connecticut's «large, steady gains in student achievement and plentiful supply of well - qualified teachers.&raquIn a 2001 report [download PDF (212 KB)-RSB- prepared for the Center for the Study of Teaching and Policy, authors Suzanne M. Wilson, Linda Darling - Hammond, and Barnett Berry credit the Education Enhancement Act for Connecticut's «large, steady gains in student achievement and plentiful supply of well - qualified teachers.&raquin student achievement and plentiful supply of well - qualified teachers.»

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.

The education marketplace is crowded with competing «whole school reform» models, such as Success for All, Accelerated Schools, and Core Knowledge, all promising remarkable gains in student achievement, especially among disadvantaged students.

«Teachers have to be data - driven to get in the door,» says Michaelson, who looks for evidence that prospective teachers have a quantifiable history of student achievement gains and are able to provide thoughtful explanations of how they have helped students improve.

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.

This study explored whether and how teachers» mathematical knowledge for teaching contributes to gains in students» mathematics achievement.

Massive economic gains for states that invest in student achievement Fifty - state effort could increase GDP by $ 76 trillion over next 80 years

Working with data from the State of Florida, I have regularly noticed that achievement gains by students who move from one public school to another badly trail the gains of students who remain in the same school — even after one has adjusted for many family background characteristics.

Holding teachers accountable for students» academic achievement gains is not inconsistent with students» accomplishing other things in school.

Schools and teachers are accountable for how much students gain in achievement.

In return for adopting the national standards or a federally approved alternative, states could escape NCLB sanctions for not making timely gains in student achievemenIn return for adopting the national standards or a federally approved alternative, states could escape NCLB sanctions for not making timely gains in student achievemenin student achievement.

In addition, student achievement gains provide few clues for what a teacher might do to improve her practice.

We hesitate to say that education itself is producing these gains, because a teacher's level of education is likely to be associated with personal characteristics not accounted for in our analysis, and these may be the very factors responsible for the improvements in student achievement.

For these teachers, we can test whether improvement over time in the practices measured by TES is related to improvement in the achievement gains made by the teachers» students.

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.

However, without the changes Massachusetts made to its entire system of teacher licensing (e.g., subject area licensing tests for all prospective teachers, criteria for achieving full licensure after beginning teaching, and criteria for license renewal for veteran teachers), it is unlikely there would have been enduring gains in achievement for students in all demographic groups and in all its regional vocational / technical high schools — gains confirmed by tests independent of control or manipulation by Massachusetts or federal policy makers.

A recent Council of the Great City Schools report hailed Houston for «beating the odds» by generating sizable gains in student achievement.

Both showed significant gains in achievement for students in smaller classes, with larger gains among minority and disadvantaged students.

The second study shows how training and support for principals in how to observe and give feedback to teachers can lead to gains in student achievement.

But these standards do not by themselves necessarily account for the gains in achievement by all demographic groups and by our regional vocational / technical high schools (which enroll a disproportionate number of special education students and below - grade level readers).

Schools will also be recognized for putting together the key ingredients of an effective program, even if they have not yet shown gains in 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 studentIn 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 studentin 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 studentin the US population within and across schools, and whether holding a growth mindset predicts academic achievement gains of students.

Moreover, the reason for a school's failure to win an award was often not that African - American and Latino students were lagging behind, but that white non-Hispanic students experienced slower growth in achievement: the average school with multiple racial subgroups witnessed larger gains for African - American and Latino students than for white students.

This may be why the U.S. has seen significant achievement growth for its lowest - performing students over the last twenty years (especially in fourth and eighth grades, and particularly in math), but minimal gains for its top students.

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.

For example, in Alabama's 94 Reading First schools, the percentage of all 4th graders deemed to be proficient (stanine 5 and above) on the Stanford Achievement Test rose 12.7 points, from 40.1 percent in 2003 to 52.8 percent in 2007, more than twice as fast as the gain for students at other schools (which rose 5.5 points, from 64.2 percent to 69.7 percent in the same perioFor example, in Alabama's 94 Reading First schools, the percentage of all 4th graders deemed to be proficient (stanine 5 and above) on the Stanford Achievement Test rose 12.7 points, from 40.1 percent in 2003 to 52.8 percent in 2007, more than twice as fast as the gain for students at other schools (which rose 5.5 points, from 64.2 percent to 69.7 percent in the same periofor students at other schools (which rose 5.5 points, from 64.2 percent to 69.7 percent in the same period).

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.

«Fifteen years ago, the charter school movement in Massachusetts was launched to see if new models could lead to gains in student achievement,» says Kane, faculty director of the school's Center for Education Policy Research.

[xxvii] To be sure, these gains have not erased achievement gaps or turned us into Finland, but they are real and meaningful for the students in America's schools.

In 2011, the five yearly testing cycle for PIRLS (Progress in International Reading Literacy Study) came in to alignment with the four - year cycle for TIMSS, allowing countries who were participating in both of these international studies to gain comprehensive information about the achievement of their fourth grade students in three core curriculum areas - reading, mathematics and sciencIn 2011, the five yearly testing cycle for PIRLS (Progress in International Reading Literacy Study) came in to alignment with the four - year cycle for TIMSS, allowing countries who were participating in both of these international studies to gain comprehensive information about the achievement of their fourth grade students in three core curriculum areas - reading, mathematics and sciencin International Reading Literacy Study) came in to alignment with the four - year cycle for TIMSS, allowing countries who were participating in both of these international studies to gain comprehensive information about the achievement of their fourth grade students in three core curriculum areas - reading, mathematics and sciencin to alignment with the four - year cycle for TIMSS, allowing countries who were participating in both of these international studies to gain comprehensive information about the achievement of their fourth grade students in three core curriculum areas - reading, mathematics and sciencin both of these international studies to gain comprehensive information about the achievement of their fourth grade students in three core curriculum areas - reading, mathematics and sciencin three core curriculum areas - reading, mathematics and science.

Perhaps the most profound advance since 2010 is that individual achievement and attainment records for every subject are saved (with elaborate safeguards) in cyberspace and secure state databases, where «unique student identifier» numbers make it possible for data to be readily aggregated without revealing individual identity and for analysts to investigate things like learning gains by pupils in various schools and circumstances.

And while many parents want to avoid a «summer slide,» a term to describe the tendency for students, especially those from low - income families, to lose some of the achievement gains they made during the previous school year, many experts say it's important to keep in mind that summers don't have to be packed with worksheets and math camps for kids to keep their brains active and learning.

First, we made a straightforward comparison of the average test - score gains in classrooms run by TFA and non-TFA teachers, controlling for a variety of factors known to influence academic achievement, including students» backgrounds, the students» previous performance on the TAAS, characteristics of their schools, and characteristics of their classmates.

First, the teachers it recruits are in fact good teachers who produce achievement gains for students that match or exceed those accomplished by other new teachers who have been prepared in other ways.

For the United States, the research suggests, modest gains in student achievement as measured by one international assessment could cumulatively boost the country's gross domestic product by tens of trillions of dollars over the coming decades.

This interpretation could account for both the gains in relative achievement made by students in K — 5 and K — 6 schools prior to entering middle schools and the superior performance of K — 8 students relative to their peers in middle schools.

Study from the Center for Education Policy Research reveals net gains in student achievement growth despite initial declines.

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.»

The Education Trust, for example, is urging states to use caution in choosing «comparative» growth models, including growth percentiles and value - added measures, because they don't tell us whether students are making enough progress to hit the college - ready target by the end of high school, or whether low - performing subgroups are making fast enough gains to close achievement gaps.