Sentences with phrase «found significant achievement»

The study compared students in the Milwaukee voucher program and students in Milwaukee public schools for grades 3 - 9 and found no significant achievement growth for reading or math between voucher and public school students for the first three years.

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

At the two year mark, they found no significant achievement effects for students who were offered vouchers, but their third - year results found voucher recipients making outsized reading gains.

Research finds a significant achievement loss during each transition year.

Not exact matches

Stanford education expert Denise Pope says that the quality of a homework assignment and whether students find it meaningful can have a significant impact on student achievement, homework completion, motivation and even physical health.

«The quality of the homework assignment and whether or not students find it meaningful can have a significant impact on student achievement, homework completion, motivation and physical health, Pope said in a recent interview.

She was selected based on her academic achievements, mentoring plan, rigorous experimental design, and ability to deliver significant findings over the course of a summer.

In their analysis, they found that Expeditionary Learning Outward Bound (ELOB) had highly promising and significant evidence of effectiveness (six studies across multiple states) to support the positive impact the program has on student achievement.

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.

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.

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.

Of the remaining eight NCEE - sponsored RCTs, six of them found no statistically significant achievement impacts overall and the other two showed a mix of no impacts and actual achievement losses from their programs.

A recent paper from John Papay and Matthew Kraft found that teachers who were hired after the school year started had a significant negative impact on student achievement.

For example, a study released by the National Bureau of Economic Research found that giving middle school math teachers access to lesson plans from the company Mathalicious resulted in a statistically significant increase in student achievement.

One of our studies was a randomized trial in a large urban district that found significant positive effects on reading achievement for students who used Accelerated Reader according to the publisher's recommendations.

The finding that happiness is positively correlated with GPA is significant, Hinton notes, because GPA provides a broader picture of academic achievement than standardized test scores, encompassing multiple types of abilities and the influence of social dynamics.

Virtually all subsequent analyses have included measures of family background (education, family structure, and so forth) and have found them to be a significant explanation of achievement differences.

We do not find any statistically significant relationship between the number of years a teacher has taught and students» achievement, though this is probably due to the necessary omission of first - year teachers (because we can not measure their value added for a previous school year).

After controlling for student and peer attributes and for selection bias, we still find a substantial positive and statistically significant effect of attending a network school on student achievement.

These are the only instances in which we find that a teacher's initial certification status has statistically significant implications for student achievement.

Or Los Angeles, where a Boston University doctoral candidate found significant declines in achievement in high - poverty schools after a ban on suspensions for low - level infractions was put in place.

Their most important finding is that school closure has significant positive impacts on the achievement of displaced students.

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.

Perhaps two of the most significant findings from the list above are that students are developing higher levels of academic engagement, collaboration, motivation, and self efficacy and that deeper learning is working with students regardless of their income levels or prior school achievement.

From analyses of quantitative and qualitative data, findings indicated an increase in students» science achievement and self - efficacy for learning science after their engagement in a computer - enhanced PBL environment; however, no significant changes were seen in their attitude toward science.

This study found a data - driven reform initiative caused statistically significant districtwide improvements in student mathematics achievement, but not reading achievement.

A finding of the MET report was that there is a significant interdependent relationship among student achievement, classroom observations and feedback by supervisors, and student feedback.

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.

An earlier evaluation found that after two years, Higher Achievement had statistically significant positive impacts on both math and reading test scores.

Experts from the American Institutes for Research (AIR) played a significant role in studying and reporting the findings of The Impact of Two Professional Development Interventions on Early Reading Instruction and Achievement, a report that was released on September 22, 2008 by the National Center for Education Evaluation and Regional Assistance of the Institute of Education Sciences (IES).

The findings go against earlier research suggesting that age is a significant factor in student achievement.

While some «contract researchers found little or no significant improvement in voucher students» achievement,» other investigators «found some positive effects.»

The researchers found that troubled peers have a large and statistically significant negative effect on the math and reading achievement of higher income children, but only a small and statistically insignificant effect on the achievement of low - income children.

Coleman found that family and peer characteristics explained a statistically and consequentially significant amount of variation in the measure of achievement.

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.

Certified school library media specialists have a significant impact on student achievement by motivating students to read and helping them to find level appropriate reading materials, teaching them to locate and evaluate authoritative information sources, and preparing them for success in college and careers.

In the third grade, there is no evidence that retention led to greater achievement growth two years after the promotional gate, and in the sixth grade, we find significant evidence that retention was associated with lower achievement growth (emphasis added).

The second (Jeynes 2007), focusing exclusively on studies of urban secondary school students, found that family involvement had a significant effect on student achievement for minority and white students.

More than two - thirds of charter students were found to perform better in reading and math and to have a significant achievement advantage over students in the nearest regular public school.

Despite the 2010 legislation on Beacon Hill that produced significant reforms and raised student achievement, the poll found what parents of color have long known: that city schools are in dire need of profound reform.

Recent studies have invariably found a positive, statistically significant relationship between student achievement gains and financial inputs.

The combination of KIPP pre-K and early elementary school had «positive and statistically significant impacts on reading and math achievement» by second grade, researchers found.

Founded in 1982, the National Blue Ribbon Schools Program recognizes public and private elementary, middle, and high schools where students perform at very high levels or where significant improvements are being made in students» academic achievement.

The CNA study found statistically significant evidence that Board - certified teachers have positive impact on student achievement across locales, test types and subject areas.

Using a three branch trial with control, Lesson Study, and Lesson Study plus additional maths materials, they found positive significant impacts on self - reported «Collegial Learning Effectiveness» and «Expectations for Student Achievement» when Lesson Study is combined with the maths materials.

Findings show that TIPA led to statistically significant increases in student achievement in all four core subjects analyzed as measured by Virginia Standards of Learning (SOL) test results.

Dr. Geoffrey Borman's recent meta - analysis of student achievement outcomes in 29 leading CSR models found that «the overall effects of CSR are significant, meaningful, and appear to be greater than the effects of other interventions that have been designed to serve similar purposes and student and school populations.»

The study included a caveat: «Given the expense of grade retention and the emotional toil retention exacts on students, a finding of «no significant difference» for retention on achievement calls into question the educational benefits of grade retention policies.»

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.

Mathematica Policy Research findings indicate that in the 2011 — 12 through 2014 — 15 school years, the Kauffman School had positive, statistically significant, and educationally meaningful impacts on student achievement growth in mathematics, ELA, and science beyond the growth achieved by students in other Kansas City public schools.