The system connects data from multiple sources, from self - assessment and classroom observation results to information
from student learning and achievement projects.
Not exact matches
PULLMAN, Wash. — Washington State University researchers have received a four - year, $ 2.5 million grant
from the National Science Foundation to increase Native American
students» STEM
learning, engagement
and achievement.
With the development — finally — of better measures of
student learning that came
from tracking
achievement across grades comes the ability to see where success
and failure reside.
One group of award - winning teachers says that the greatest boosts to
student achievement come
from linking
learning to real life
and getting parents involved in their children's education.
Seating
and layout The change
from traditional row seating to the use of cluster arrangements typical of cooperative
learning may lead to superior academic
achievement, better attendance, motivation, self confidence,
and greater
student interaction.
Research on summer
learning loss indicates that income - based gaps in
student achievement tend to widen over the summer
and narrow when school is in session, suggesting that low - income
students have the most to gain
from shortened summers.
Outcomes
from the Knowledge in Action (KIA) project - based
learning (PBL) Advanced Placement (AP) course (s) were compared with outcomes
from traditionally taught AP courses among
student groups who were matched for school - level
achievement and socioeconomic status.
Instead of (or at least in addition to) walls filled with
students»
achievements, have a wall where
students can brag about their biggest mistakes
and what they
learned from them.
CAMBRIDGE, MA — Studies of two middle - school programs for high - achieving
students — known as gifted
and talented (G&T) programs — show that being placed in programs with academically strong peers does not boost
students»
achievement over
and above what is
learned in a regular classroom
from the start of 6th grade to mid-way through 7th grade.
Students in states with «report card» systems, where scores are publicly reported but no consequences are attached to performance, fell in the middle: they could expect to gain 1.2 percent in
achievement between grades 4
and 8, over
and above what they would normally
learn from grade to grade.
But, unfortunately, evidence
from both the United States
and other countries shows that more school resources
and smaller classes do not have much of an effect on how much a
student learns in school, as measured by tests of
achievement.
«When close reading is done well, you have weak readers who never would never have had the chance to deal with rich, complex text in the ballgame, grasping it,
learning from it,
and feeling good about it,» notes reading specialist David Liben of
Student Achievement Partners.
We excluded kindergarten
and first - grade teachers because earlier
achievement exams were not available for their
students; this prevented us
from developing a «value - added» measure of
student learning.
They were using directive instruction modes designed to impart information
and learning within a specific topic area, often in isolation
from other topic areas,
and they were having inconsistent
student achievement results with inner - city middle school populations.
The study found that after multimedia technology was used to support project - based
learning, eighth graders in Union City, New Jersey, scored 27 percentage points higher than
students from other urban
and special needs school districts on statewide tests in reading, math,
and writing
achievement.
The authors suggest that other states
learn from «the danger of relying on statewide test scores as the sole measure of
student achievement when these scores are used to make high - stakes decisions about teachers
and schools as well as
students.»
As early implementers, these educators have gone both to the «source» of the standards
and used other proxies for quality
and alignment: They've worked directly with
and learned from the standards» authors themselves
and / or used tools created by them (e.g., the Publishers» Criteria developed by
Student Achievement Partners
and several other groups).
As reform ideas expand
from school choice to educational choice — not just where a child
learns but how they
learn — more research is needed on the accounts to determine how a menu of educational choices affects
student achievement and parent satisfaction over a longer time horizon.
Another hypothesis consistent with both the tracking results
and the effects
from random peer assignment is that tracking by initial
achievement improves
student learning because it allows teachers to focus instruction.
Research shows that
students who take part in high - quality summer
learning programs that combine academics, enrichment
and physical activity benefit
from substantial improvements in their academic
achievement, vocabulary
and reading skills, social skills, work habits
and attitudes,
and readiness to
learn.
Impacts: Using frequent feedback
from students to tailor instruction to address
students» interests
and learning needs improves
student achievement (Black
and Wiliam, 1998; Light
and Polin, 2010; Thissen - Roe et al., 2004).
This meta - analysis of social
and emotional
learning interventions (including 213 school - based SEL programs
and 270,000
students from rural, suburban
and urban areas) showed that social
and emotional
learning interventions had the following effects on
students ages 5 - 18: decreased emotional distress such as anxiety
and depression, improved social
and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others,
and school (including higher academic motivation, stronger bonding with school
and teachers,
and more positive attitudes about school), improvement in prosocial school
and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior
and aggression,
and improved academic performance (e.g. standardized
achievement test scores).
«Equipped with the insights of both HGSE staff
and colleagues
from throughout the nation
and across the globe, we are implementing reforms which are closing
achievement gaps, prompting greater diversity in advanced course enrollment, engaging
students at higher levels,
and are thus becoming more equitable institutions of
learning.»
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.
The Commission will examine factors in raising
student achievement from prekindergarten through high school including: state accountability
and curriculum requirements; model programs to improve
student achievement beginning in early
learning programs
and continuing throughout high school; strategies for every
student to achieve at grade level such as intervention
and support systems;
and policies to improve
student attendance
and retention.
In Succeeding With English - Language Learners - Lessons
Learned From the Great City Schools, the Council of the Great City Schools discusses findings from a study designed to identify district - level policies and strategies associated with improvements in English - Language Learner student achievem
From the Great City Schools, the Council of the Great City Schools discusses findings
from a study designed to identify district - level policies and strategies associated with improvements in English - Language Learner student achievem
from a study designed to identify district - level policies
and strategies associated with improvements in English - Language Learner
student achievement.
And homework can widen the achievement gap, putting students from low - income households and students with learning disabilities at a disadvanta
And homework can widen the
achievement gap, putting
students from low - income households
and students with learning disabilities at a disadvanta
and students with
learning disabilities at a disadvantage.
Having served 1,400
students annually for the past two years,
and hundreds annually before that,
and boasting an average pass - rate for original credit courses of 91 % each year, Bend - La Pine has fine - tuned their online
learning programs to meet the many
and varied needs of
students across the district, including: • How to use online
learning to help balance
student schedules • How to monitoring
student progress carefully to stay on track • How to involve parents to keep them aware of their child's
achievement or problem areas • Lessons
learned from launching a Virtual School Program
From Foundation to Year 10, the Australian Curriculum's
achievement standards show the expected breadth
and depth of
learning that
students should typically demonstrate by a particular age or stage.
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.
To determine whether these trends have continued in more recent cohorts, we examine trends in several dimensions of school readiness, including academic
achievement, self - control, externalizing behavior,
and a measure of
students» «approaches to
learning,» for cohorts born
from the early 1990s to the mid-2000s.
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 learni
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 learni
and math camps for kids to keep their brains active
and learni
and learning.
The value - added measures are designed to provide estimates of the independent effect of the teacher on the growth in a
student's
learning and to separate this
from other influences on
achievement such as families, peers,
and neighborhoods.
A comprehensive survey of 10,000 teachers
from around the country showed that when teachers are asked for their honest, professional opinions, overwhelming majorities agree that «engaged
and effective» teachers are very important for
student learning and that
student achievement is the most important measure of their performance.
When designing
and reviewing their curriculum, schools select
achievement objectives
from each area in response to the identified interests
and learning needs of their
students.
Nancie's books for Heinemann include Systems to Transform Your Classroom
and School, which takes teachers inside her award - winning school to
learn about the innovations that make the biggest impact on
achievement and community; Lessons That Change Writers, a year's worth of instruction straight
from Nancie's file cabinets;
and Naming the World: A Year of Poems
and Lessons, which helps teachers to jumpstart their teaching of writing
and literature each day by unpacking a poem with their
students.
Second, both parents
and the public appear to be more responsive to the level of
student achievement at a school than to the amount
students learn from one year to the next.
Center for Research on Education, Diversity & Excellence (CREDE) Center for Research on the Education of
Students Placed At - Risk (CRESPAR) Center for the Study of Teaching
and Policy (CTP) National Center for Early Development
and Learning (NCEDL) National Center for Improving
Student Learning and Achievement in Mathematics
and Science National Center for Postsecondary Improvement (NCPI) National Consortium for Policy Research in Education (CPRE) National Research
and Development Center on English
Learning and Achievement (CELA) National Research Center on the Gifted
and Talented (NRC / GT) Research Reports
from the National Research
and Development Centers
It is very easy indeed for schools to «achieve» green
and blue boxes on the CA dashboard — just (1) stop suspending
students (leave them in chaotic classrooms to challenge teachers
and steal
learning opportunities
from classmates),
and (2) graduate everyone regardless of
achievement (since there is no longer an exit exam, college entry is being made easier
and former bonehead non-credit classes are disappearing.)
Learn how technology helps empower teachers by integrating key data
from performance reviews,
student achievement and professional development plans.
In Maximizing Benchmark Assessments: Increasing
Student Achievement and Success, Dr. Adisack Nhouyvanisvong outlines the benefits of and keys to successful interim benchmark assessments and provides guidance on how to optimize student learning from benchmark assessments within a balanced assessment p
Student Achievement and Success, Dr. Adisack Nhouyvanisvong outlines the benefits of
and keys to successful interim benchmark assessments
and provides guidance on how to optimize
student learning from benchmark assessments within a balanced assessment p
student learning from benchmark assessments within a balanced assessment process.
When educators had the chance to practice their new content knowledge
and teaching skills with hands - on work, they reported a greater sense of efficacy, which, as we know
from the Visible
Learning research by John Hattie, has the largest effect on
student achievement.
At Imagine Andrews, we measure the academic performance of our
students primarily based on same -
student learning gains (i.e., the improvement in
student achievement in reading
and math measured for the same
students from the beginning until the end of each school year).
If schools are to eliminate the disparities in
learning opportunities
and achievement from which
students of color
and students situated in poverty suffer disproportionately, then leadership preparation programs must prepare educational leaders who have the capacity to argue the following claims:
• More fulfilled
and dedicated in
and to their profession • They center teaching around the
student • Willing to meet the needs of their
students through new methods • Able to persist when things don't go as planned • Able to perceive their
student's
learning levels • More frequent in offering assistance to
students with
learning problems
and to help them become more successful • Less likely to submit
students with
learning problems for special services • Able to set higher goals
and expect more
from students • Work longer with
students who are falling behind • Able to teach
students in such a way that the
students outperform other classes • A predictor of success for
students on the Iowa Test of Basic Skills, the Canadian
Achievement Test,
and the Ontario Assessment Instrument Pool (Trull, 2004)
The NYS Charter Schools Act of 1998 was created for the following purposes: • Improve
student learning and achievement; • Increase
learning opportunities for all
students, with special emphasis on expanded
learning experiences for
students who are at - risk of academic failure; • Encourage the use of different
and innovative teaching methods; • Create new professional opportunities for teachers, school administrators
and other school personnel; • Provide parents
and students with expanded choices in the types of educational opportunities that are available within the public school system;
and • Provide schools with a method to change
from rule - based to performance - based accountability systems by holding the schools established under this article accountable for meeting measurable
student achievement results.
From January to April, when delivering professional development to help close
achievement gaps, in recent years we have focused on strategies such as studying
and test taking skills, fluency, vocabulary development, writing
and rewriting,
and even for some
students meta - cognitive strategies to help them understand their own
learning process.
The Capital Area Region
and the Utica Area Region collected data that provided indicators of success
and impact on
student achievement using the Instructional Strategies
from Engaging
Students with Poverty in Mind after offering distance
learning workshop
from the Teaching is the Core Grant.
«On average, summer vacation creates a three - month gap in reading
achievement between
students from low -
and middle - income families... even small differences in summer
learning can accumulate across the elementary years, resulting in a large
achievement gap by the time
students enter high school.»
Teaching Matters recognizes Chancellor Klein's extraordinary contributions to teaching
and learning as well as his strategic focus to improve
student achievement through technology innovations —
from...