Clarence Edwards Middle School, a high - poverty school in Boston, has experienced substantial
gains in student achievement since implementing expanded learning time.
Thomas Dee and Brian Jacob tackle with sophistication the pivotal question of whether No Child Left Behind (NCLB) has sparked
gains in student achievement since its enactment in 2002 («Evaluating NCLB,» research, Summer 2010).
Not exact matches
And
in fact,
students with disabilities have made almost no
gains in reading
since 2002 — even though NCLB focuses specifically on boosting the
achievement of this subgroup of
students.
These three states, which, along with Florida, have significantly outpaced the rest of the country
in student -
achievement gains since the early 1990s, are often viewed as bastions of union influence.
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.
The authors examined the
student achievement data of each school included
in the turnaround initiatives — and
in LPS, each traditional public school
in the district — to select schools that have made notable academic
gains since implementing these practices.
Amid the intense debates about how much progress the nation has made
in raising
student achievement and whether federal investments
in education have produced results, one important trend tends to be overlooked — namely, the notable
gains made by African American and Latino
students in reading and math
achievement since 1971.
In closing achievement gaps in mathematics and science, the nation has made minimal gains since 2005, while the diversity of our nation's students has grown dramaticall
In closing
achievement gaps
in mathematics and science, the nation has made minimal gains since 2005, while the diversity of our nation's students has grown dramaticall
in mathematics and science, the nation has made minimal
gains since 2005, while the diversity of our nation's
students has grown dramatically.
The report says that
students have made significant
gains in math and reading
since the passage of NCLB; and
achievement gaps between white and minority
students have closed somewhat
since 2002.
Since the state intervention
in Philadelphia schools, the district is now celebrating great
gains in student achievement,
gains that are more than 10 times what the district had achieved
in the past decade.
Since the partnership began,
student achievement scores have experienced double - digit
gains, and teacher candidates report greater confidence
in their science pedagogy.