Not exact matches
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.
According to a 2015 study by the Center
for Research on Education Outcomes (CREDO) at Stanford University,
students enrolled in urban charter schools
gained 40 additional days of learning in math per year and 28 additional days in reading compared to
students in district schools.
Assigning
students to classrooms based on performance and ability
gained popularity in the mid-19th century, when public schools began
enrolling large numbers of immigrant children with limited preparation or capacity
for schooling compared with native children.
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.»
For instance, schools participating in the Carnegie Foundation's
Student Agency Improvement Community, a network of researchers and practitioners applying the science of learning mindsets to daily classroom practice, have seen stronger outcomes among low - income black and Latino
students since implementing interventions focused on learning mindsets.34 Equal Opportunity Schools, a national nonprofit organization, has also partnered with school, county, and district leaders to increase the number of black and Latino
students enrolled in advanced placement courses and has seen
gains in both participation and passage rates as a result.35 In addition, several studies show that learning mindsets interventions can reduce the effects of stereotype threat among female, black, and Latino
students in math and science classes.36
Overall, the reported academic
gains of
students enrolled in these schools were so miniscule, says Margaret Raymond, executive director of CREDO, it was «literally as though the
student did not go to school
for the entire year.»
David Whitman documents in Sweating the Small Stuff that dramatic
gains in test scores have been reported
for students enrolled in a number of the elementary and secondary schools profiled in his book.