Sentences with phrase «gains in student achievement by»

Make big gains in student achievement by focusing on sound lessons.

More and more, however, districts across the nation are seeing great gains in student achievement by employing a different model of family engagement — teacher home visits.

Not exact matches

A separate study of the ECLS - K data, also by Peterson and Llaudet, similarly showed that private school students gained significantly more in reading achievement than demographically similar public school students in schools with similar student populations.

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

We preferred to gain precision in estimating the achievement in each district by increasing our sample size rather than restricting the sample to 8th graders in order to gain comparability in the age of the students under review.

This special report by the EPE Research Center analyzes the links between state policies related to standards - based reform and gains in student achievement over the past decade.

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.

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.

Early evidence suggested that quality control was indeed a concern: The achievement gains made by charter students in Arizona, in particular, often lagged that of their district peers through 2012.

All five of the instruments yielded scores that were related to student achievement gains, in the classroom of students where the teacher was observed as well as in other classrooms of students taught by the same teacher.

The Commission, chaired by Dr. Paul Hill of the University of Washington, carefully reviewed the research on the impact of school choice on student achievement and included in its report the following statement: «The most rigorous school choice evaluations that used random assignment... found that academic gains from vouchers were largely limited to the African - American students in their studies.»

However, it is also clear that the initial achievement hit these students take is not offset by gains in subsequent years, so that even this group, which is harmed least by attending a charter school, still has lower levels of achievement as a result of attending a charter school.

Nor do the researchers find evidence that students who attend middle schools make larger achievement gains than their K - 8 peers in grades 9 and 10, by which time most Florida students have entered high school.

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 department should specify that a probationary teacher is «ineffective» during their fourth year of teaching if: (i) a teacher's average student achievement gain during their second through fourth year of teaching falls below that of the average first - year teacher in their district or (ii) the classroom observations done by external observers during their second through fourth year of teaching falls below that of the average first - year teacher.

Teachers» scores on the classroom observation components of Cincinnati's evaluation system reliably predict the achievement gains made by their students in both math and reading.

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.

The same approach might work in education: it could be that individual teacher moves by themselves can not create measurable year - end achievement gains in students, but combining many together can.

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.

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).

While some earlier studies questioned the role of grade configuration in school success and student achievement, including the 2008 National Forum «Policy Statement on Grade Configuration» and a 2010 study by EdSource, «Gaining Ground in the Middle Grades: Why Some Schools Do Better» in California, «the evidence on academic benefits has become much stronger in the past two years,» West says.

Then, we examine whether the test - score gains in tracking schools were concentrated among simpler or more complex tasks and whether this varied by students» initial achievement levels.

The results presented here — greater teacher performance as measured by student achievement gains in years following TES review — strongly suggest that teachers develop skills or otherwise change their behavior in a lasting manner as a result of undergoing subjective performance evaluation in the TES process.

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.

However, voucher students began to show signs of improvement by their fourth year in a private school, and in that year there was no statistically significant difference between them and their public - school peers in terms of total achievement gains from baseline.

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.

To get out from those provisions of No Child Left Behind, Oregon promised the feds in 2012 that by summer 2013, Oregon would have a plan to use student achievement gains as «a significant factor» when evaluating teachers and principals.

They found that the amount of time students spent in independent reading was the best predictor of reading achievement and also the best predictor of the amount of gain in reading achievement made by students between second and fifth grade.

Charter critics have argued that large achievement gains at No Excuses charter schools are driven in part by efforts to encourage weaker or less committed students to leave.

The value - added achievement gain scores pioneered by Tennessee in the early nineties allow users to compare schools as to how much they actually improve the achievement of their students — as opposed to comparisons of simple achievement scores that mainly reflect demographics.

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.

Studies conducted by Mathematica Policy Research show that KIPP schools achieve significantly greater gains in student achievement than do traditional public schools teaching similar students.

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.

It may well be the case that these costs are justified by the achievement gains of having students spend more time in the school, but in the current fiscal environment substantial increases in educational spending are unlikely to be forthcoming.

In terms of achievement impacts, our findings suggest non-trivial gains in student achievement are attainable simply by choosing more effective curriculum materialIn terms of achievement impacts, our findings suggest non-trivial gains in student achievement are attainable simply by choosing more effective curriculum materialin student achievement are attainable simply by choosing more effective curriculum materials.

They are determined in part by the amount students learn in school, and research suggests that moving to a school with higher proficiency rates does produce achievement gains.

In other words, NAEP has been identifying gains that are somewhere between two and three times as large as those recorded by two respected international testing agencies that do not have a political stake in showing rising levels of student achievement in any particular countrIn other words, NAEP has been identifying gains that are somewhere between two and three times as large as those recorded by two respected international testing agencies that do not have a political stake in showing rising levels of student achievement in any particular countrin showing rising levels of student achievement in any particular countrin any particular country.

The achievement of a nationwide sample of 4th and 8th grade students with the same racial make - up as Chicago students, as measured by the National Assessment of Educational Progress (NAEP), increased roughly 0.25 standard deviations in math during the 1990s, though there was no gain in reading.

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.

This suggests an alternative criterion by which to judge changes in student performance - namely, that achievement gains on test items that measure particular skills or understandings may be meaningful even if the student's overall test score does not fully generalize to other exams.

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.

Students in schools run by the largest management company, Edison Schools, have, on average, posted meaningful achievement gains in every year those schools have been open.

It's long been noted that, by most measures, the average teacher improves enormously in the first several years on the job, after which student - achievement gains (one gauge of teacher effectiveness) level off.

The far reaching capabilities of iObservation engages teachers and leaders in a continuous systematic process of observations and feedback by which teachers and leaders are able to identify and develop instructional practices to maximize student achievement gains.

A 2014 study by the National Bureau of Economic Research of the Florida Tax Credit Scholarship Program concluded that, on average, FTC students neither gained nor lost ground in achievement in math and reading compared to students nationally.

The purposes of the observations were to gain an understanding of the instructional activities in the schools, which should assist us to better place the student achievement outcomes within a context; provide some corroboration for the claims made by the various district and building interviewees about the teaching and learning conditions in the school; and provide a basis for discussion during the teacher interviews that would follow the observations.