Sentences with phrase «found test score gains»

The authors did find that test score gains for lower - scoring students in lower - performing schools resulted in higher earnings for those students.

Not exact matches

Doctoral student Helen Malone has been researching time and learning and says that because this is so new, «there's no rigorous data yet, but what they are finding is that kids are making significant gains on standardized test scores.»

Studies of early - childhood and school - age interventions often find long - term impacts on such outcomes as educational attainment, earnings, and criminal activity despite nonexistence or «fade - out» of test - score gains.

A leading test publisher, aiming to refute charges that standardized - test scores are inflated, has found in a new study that elementary - school students registered substantial gains in basic - skills achievement over the past decade.

An analysis of test score gains made by students in 49 countries which was published in Ed Next last year found that students in the U.S. were not on track to close the global achievement gap.

In our new study, published today in Education Next, my colleagues and I found that only 22 percent of teachers were evaluated based on test score gains in the four urban school districts we studied.

A study of test scores from 2010 through 2014, by economists at the Massachusetts Institute of Technology and Duke University, found that Denver's charters produced «remarkably large gains in math,» large gains in writing, and smaller but statistically significant gains in reading, compared to DPS - operated schools.

They found that in both math and science, the positive relationship between lecture - style methods and test score gains was maintained.

A study by researchers at the National Center on Performance Incentives at Vanderbilt finds that teachers who were offered rewards of up to $ 15,000 if their students met goals for test - score gains did not outperform teachers who were not offered the bonuses.

The study found that test scores for KIPP students have continued to increase, but that gains have not been as rapid as they were in the period before the massive expansion.

Provided the movement of teachers in and out of a grade has not changed the makeup of students enrolled in that grade, this finding supports the conclusion that measured value - added of teachers is an unbiased predictor of future test - score gains, as there appears to be no other explanation for the resulting improvement in test scores.

In reading, however, we found no difference in the test - score gains achieved by F schools and low - performing non-F schools, suggesting that regression to the mean could be influencing our results in reading.

The first and most rigorous of the studies, by Dan Goldhaber and Emily Anthony of the Urban Institute, found that on average North Carolina students in grades 3 - 5 whose teachers were board certified scored 7 to 15 percent higher on tests than students whose teachers attempted but failed to gain certification.

«We find that following a ban on phone use, student test scores improve by 6.41 %... our results indicate that there are no significant gains in student performance if a ban is not widely complied with,» Beland and Murphy write in the LSE paper.

He also found that gain scores from the two tests were not as strongly correlated, with a 0.61 correlation of PISA and TIMSS gains from 2003 to 2015.

Research by Marty West and colleagues of no excuses charter schools in Boston found large gains in test scores but also significantly lowered student performance on noncognitive measures.

The researchers found, for example, that a school with improvements in school climate and violence in one time period tended not to see test score gains in a subsequent time period.

But the evidence on test score gains is massive: CREDO has studied dozens of cities and have found an overall effect of ~.1 for urban areas serving hundreds of thousands of students.

If the project had produced what Gates was hoping, it would have found that classroom observations were strong, independent predictors of other measures of effective teaching, like student test score gains.

They found that test scores went up as teachers gained more experience.

by Tom Kane, Amy Wooten, John Tyler, and Eric Taylor This study of Cincinnati's teacher evaluation system finds that the teachers who receive high ratings from trained evaluators who observe them are also more effective at promoting gains in student test scores.

No significant correlation was found between increased spending on education and test score gains.

Laura Du's empirical paper, «The Potential of K - 12 Blended Learning: Preliminary Evidence From California Schools,» found that these schools produced significantly higher test score gains than traditional schools who serve a similar demographic.

In 2012, a pair of analyses published by Harvard University's Strategic Data Project found that the students of Board - certified teachers in the Los Angeles Unified School District and in Gwinnett County, Georgia, outperformed their peers by approximately two months in math and one month in English Language Arts, based on gains in student test scores.

We find that increases in private schooling produce considerably large gains in student test scores and living standards.

Perhaps most excitingly, we found that innovation in the hands of forward - thinking educators has the potential to make a real impact: overall, for grades 3 - 8, participation in the Pilot Network resulted in a gain of 1.07 additional test - score points above what the control group achieved on NWEA.

And a new study from the National Center on Performance Incentives at Vanderbilt University — although not studying the important question of whether teachers who receive high scores on TAP evaluations tend to produce greater gains in their students» test scores — found that a small sample of secondary schools using TAP produced no higher levels of student achievement than schools that hadn't implemented the TAP program.

Additionally, the Promising Afterschool Programs Study, concluded in 2007, found that disadvantaged students who regularly participate in high - quality after - school programs usually see significant gains in test scores and work habits, as well as a corresponding decrease in behavioral issues in school.

«The Gates Foundation's MET project (much but not all of which the AFT agrees with) has found that combining a range of measures — not placing inordinate weight on standardized test scores — yields the greatest reliability and predictive power of a teacher's gains with other students.

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.

One study out of Stanford University, which helped design the PACT, found that for each additional point an English Language Arts teacher scored on the exam, which is scored on a 44 - point scale, students averaged a gain of one percentile point per year on California standardized tests.

Following test scores from year to year in the same grade, the study finds that statewide improvements in standard Connecticut Mastery Test (CMT) scores reported by the Connecticut State Department of Education (SDE) between 2008 and 2009 — the period of the largest reported gains — were largely the result of the exclusion of students with disabilities from these standard test results, rather than overall improvements in performatest scores from year to year in the same grade, the study finds that statewide improvements in standard Connecticut Mastery Test (CMT) scores reported by the Connecticut State Department of Education (SDE) between 2008 and 2009 — the period of the largest reported gains — were largely the result of the exclusion of students with disabilities from these standard test results, rather than overall improvements in performaTest (CMT) scores reported by the Connecticut State Department of Education (SDE) between 2008 and 2009 — the period of the largest reported gains — were largely the result of the exclusion of students with disabilities from these standard test results, rather than overall improvements in performatest results, rather than overall improvements in performance.

Gains from investing in education are found in test scores, later earnings, and graduation rates.»

This study looked at students in Florida's tuition tax credit program and found that there were no gains in reading or math test scores, compared to students nationally.

The results have been promising: A study of statewide implementation of the 5Essentials across Illinois — a state that encompasses districts of diverse size and composition — found that strength on the five essential supports is positively related to higher test scores and larger gains over time in math and reading, positive changes in attendance rates, and improved graduation rates.

In a study of three districts using standards - based evaluation systems, researchers found significant relationships between teachers» ratings and their students» gain scores on standardized tests, and evidence that teachers» practice improved as they were given frequent feedback in relation to the standards.

The study found that Boston charter schools have strong positive effects of student test score gains.

Eric Taylor, a PhD student who studies the economics of education at Stanford's Center for Education Policy Analysis, found that increasing the amount of time struggling students spend in math class improved math test scores, but the gains did not last in the long run.

That said, the highest - quality research studies find that charter schools tend to produce greater gains in math and reading test scores for traditionally disadvantaged students, compared to the gains these same students would achieve if they attended a traditional public school.

While the school continued to post low test scores, Rizga found that Mission was making significant gains in other areas: rising college acceptance rates, decreasing dropout rates and improvement in students» critical thinking and other high - level skills.

A randomized study in Chicago also found large gains in math test scores from implementing mandated, intensive tutoring.

Green also adds that Rhee «remains embroiled in controversy over test score gains under her leadership, even as StudentsFirst, the national group she founded two years ago, plays an increasingly prominent role around the country.»