Sentences with phrase «gains in student achievement from»

However, I would caution that we should not expect large gains in student achievement from universal pre-K.

She managed the historic introduction of universal pre-K and oversaw significant gains in student achievement from test scores to high school graduation rates.

Not exact matches

In Washington, D.C., where I was chancellor, IMPACT teacher evaluations are among the strongest in the country and have helped that school district go from the worst urban district in the country to the one making the biggest gains in student achievemenIn Washington, D.C., where I was chancellor, IMPACT teacher evaluations are among the strongest in the country and have helped that school district go from the worst urban district in the country to the one making the biggest gains in student achievemenin the country and have helped that school district go from the worst urban district in the country to the one making the biggest gains in student achievemenin the country to the one making the biggest gains in student achievemenin student achievement.

The increase in student achievement from coaching is on par with the gain researchers typically see from students of a veteran teacher with five to 10 years of experience compared to a novice teacher.

If research continues to show that comprehensive character education has positive effects on student achievement as well, then the movement may in time gain more robust political and financial support from education policymakers.

In the Indiana study, the most rigorous program estimates come from an individual fixed - effects analysis, where the achievement gains of students while in the voucher program are compared to their achievement gains when not in the prograIn the Indiana study, the most rigorous program estimates come from an individual fixed - effects analysis, where the achievement gains of students while in the voucher program are compared to their achievement gains when not in the prograin the voucher program are compared to their achievement gains when not in the prograin the program.

School Wastage Study - National Absenteeism in Armenia «The term, school wastage, can be broadly defined as lack of demonstrated school success or realized educational gain (or value), measured as output of student achievement, outcome of social and economic returns, from provided educational services, finance, and other schooling related consumption of resources.

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.

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.

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.

And, finally, do students who attend traditional public schools subject to competition from charter schools make larger achievement gains than they would have in the absence of charter schools?

(To generate the weights, we regressed a teacher's average student - achievement gain in one class against the three different measures from another class, resulting in weights of.758,.200, and.042 on value - added, student survey, and classroom observation, respectively).

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.»

To address this concern, we use observations of student achievement from teachers» classes in the one or two school years prior to and following TES measurement, but we do not use student achievement gains from the year in which the observations were conducted.

In a new study presented at the this year's fall research conference of the Association for Public Policy Analysis and Management in Chicago, we used data from CORE Districts, to assess whether there are systematic mindset differences present in the US population within and across schools, and whether holding a growth mindset predicts academic achievement gains of studentIn a new study presented at the this year's fall research conference of the Association for Public Policy Analysis and Management in Chicago, we used data from CORE Districts, to assess whether there are systematic mindset differences present in the US population within and across schools, and whether holding a growth mindset predicts academic achievement gains of studentin Chicago, we used data from CORE Districts, to assess whether there are systematic mindset differences present in the US population within and across schools, and whether holding a growth mindset predicts academic achievement gains of studentin the US population within and across schools, and whether holding a growth mindset predicts academic achievement gains of students.

The greatest gains in student achievement come from the classrooms of our expert teachers.

For example, in Alabama's 94 Reading First schools, the percentage of all 4th graders deemed to be proficient (stanine 5 and above) on the Stanford Achievement Test rose 12.7 points, from 40.1 percent in 2003 to 52.8 percent in 2007, more than twice as fast as the gain for students at other schools (which rose 5.5 points, from 64.2 percent to 69.7 percent in the same period).

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.

Yet, while New Orleans has seen unprecedented gains in student achievement (see Figure 2), the city's schools are far from excellent.

These «Jubilee Schools» received generous support from private benefactors and are now generating remarkable gains in student achievement, thanks to a combination of old - fashioned high expectations and a modern focus on measurable results.

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.

The intervention produced substantial gains in measured student achievement in the year following its completion, equivalent to moving the average student from the 50th to the 59th percentile in achievement test scores.

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 learning.

To be meaningful, achievement gains must result from greater student understanding, and they must be important in some educational sense.

Study from the Center for Education Policy Research reveals net gains in student achievement growth despite initial declines.

Our results indicate that NCLB brought about targeted gains in the mathematics achievement of younger students, particularly those from disadvantaged backgrounds.

The new report, Effective Teacher Professional Development, reviewed 35 scientifically rigorous studies conducted over the past 30 years which showed significant gains in student achievement resulting from teacher development programs.

Using his experience and expertise, he has presented and helped schools, from pre-K through Grade 12, implement effective practices leading to gains in student achievement.

When the overall population contains a greater share of students from lower - performing racial / ethnic groups, then achievement must go up even more to produce gains in the average score for all students.

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).

Montera's Academic Performance Index — the state's primary metric for evaluating student achievement — had increased by 94 points in the previous three years, with the largest gain coming from black students.

In Tennessee, one of StudentsFirst's goals is to provide a political firewall of support for legislators who have continued to back a controversial 2010 law that tied teachers» and administrators» evaluations to gains in student achievement, despite vehement criticism from some quarterIn Tennessee, one of StudentsFirst's goals is to provide a political firewall of support for legislators who have continued to back a controversial 2010 law that tied teachers» and administrators» evaluations to gains in student achievement, despite vehement criticism from some quarterin student achievement, despite vehement criticism from some quarters.

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.

In Washington, D.C., where I was chancellor, IMPACT teacher evaluations are among the strongest in the country and have helped that school district go from the worst urban district in the country to the one making the biggest gains in student achievemenIn Washington, D.C., where I was chancellor, IMPACT teacher evaluations are among the strongest in the country and have helped that school district go from the worst urban district in the country to the one making the biggest gains in student achievemenin the country and have helped that school district go from the worst urban district in the country to the one making the biggest gains in student achievemenin the country to the one making the biggest gains in student achievemenin student achievement.

With small classes, individualized learning programs, strong teaching, and support from the local community, King / Chavez has more than tripled the student achievement gains made in the broader public school system.

Equipped with the knowledge and expertise gained from Assignments Matter, readers will be able to create meaningful learning experiences for their students and come to appreciate the author's belief that «assignments may well be the missing link in school reform efforts to improve student achievement.»

After three years of repeating 12 - week change cycles that focused on overcoming a specific teaching challenge with technical assistance from Education Northwest, Springdale has realized significant student achievement gains in reading and mathematics through an approach called Success Now!

The increase in student achievement from coaching is on par with the gain researchers typically see from students of a veteran teacher with five to 10 years of experience compared to a novice teacher.

Under the Charter System, Atlanta Public Schools would gain freedom and flexibility from many state education laws and regulations in exchange for increased accountability for student achievement.

Using publicly available data from the California Department of Education (CDE), the results show that charter schools are making significant gains in narrowing the achievement gap, with African American students consistently earning higher Academic Performance Index (API) scores and proficiency rates statewide in many urban districts and across subjects.

All of NCTR's consulting services capitalize on the knowledge gained from years of developing effective, clinically - rich residency programs that prepare teachers committed to improving student achievement in high - needs schools.

All NCTR's consulting services capitalize on the knowledge gained from years of developing effective, clinically - rich residency programs that prepare teachers committed to improving student achievement in high - need, urban schools.

Drawing from the expertise gained in developing the New Century High Schools Initiative, we now work to bring the same level of improvement in student achievement to our schools.

Black students across the country experienced gains in school desegregation from the l960s to the late l980s, a time in which racial achievement gaps also narrowed sharply.

New Haven, Conn. — Connecticut's fourth - and eighth - grade students continue to score higher than their national peers in reading, and have made modest long - term gains in math based on 2017 results from the Nation's Report Card — but our current rate of progress means The Constitution State would need a century to close the achievement gap.

While results vary somewhat, these studies find that the students of teachers who enter teacher through highly - selective alternative routes experience better achievement gains than the students of the unlicensed teachers they replaced; comparable, or in some cases somewhat better, math achievement gains than the students of teachers from traditional preparation pathways; and comparable, or in some cases somewhat worse, achievement gains in English language arts than the students of teachers from traditional preparation pathways.

Simply put, our current technology for constructing tests does not allow us to make strong claims about the relative gains of students who start from very different places in the achievement distribution.

Using a value - added model to analyze performance data from 179 high - need charter schools across the country during the 2008 - 2009 school year, EPIC identified 22 schools that have made the most dramatic gains in student achievement.

Results show that low - SES students made statistically significant gains in social studies and content literacy and, at post-test, showed no statistically significant differences from the students in the high - SES schools: Following instruction, there was no SES achievement gap on these assessments.

Another important finding of the study was that student surveys produced more reliable results from year to year than did objective measures of student achievement gains or classroom observations.53 In other words, student survey results were more stable.