Sentences with phrase «greatest gains in student achievement»

Integrating art with content brings about the greatest gains in student achievement.

The RAND Corporation published a paper in 2000 citing both Texas and North Carolina as the two states that got it right and made the greatest gains in student achievement in the decade.

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

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.

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.

They find that there's much greater gain in student achievement in a school when people work collaboratively in teams and when teams of teachers stay together over a period of time and build their collective know ledge and collective capacity.

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.

Not exact matches

Parents assign higher grades to schools with higher levels of student achievement, not schools in which students demonstrate greater gains.

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 improvement approach would first identify a set of K - 12 districts that have realized the greatest gains in measured student achievement over a multi-year period.

A recent Council of the Great City Schools report hailed Houston for «beating the odds» by generating sizable gains in student achievement.

Results indicated that those students in the small class made greater gains in reading achievement compared to those in the larger class.»

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.

Focusing on student engagement can foster great gains in schools» academic, emotional, social, and behavioral achievement.

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

Equipped with this understanding, teachers know they must create more challenging and personalized lessons in the knowledge that they are helping students to «wire their brains» for greater achievement gains.

The broad conclusion bears repeating — in both reading and math and at all three ages tested, each of the three major racial / ethnic groups made greater gains in achievement than students did overall.

At Edmentum, we work hard each year to invest in our products in ways that will have the greatest impact for educators and the most achievement gains for students.

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.

Unfortunately, though, the main premise of the equity argument has not been fulfilled — inner - city poor students attending private schools with vouchers in general show no greater gains in academic achievement than comparable students in public schools.

Maryland's public school students made greater gains on a national standardized test than their peers in nearly every other state, although the achievement gap between white and minority students persists.

Similarly, in the schools we studied whose plans reflected a belief that teaching and leadership affect student achievement, achievement gains were three times greater than they were in schools whose plans reflected a focus on student demographic characteristics as the primary determinants of student achievement (Reeves, in press).

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.

While experiencing great gains in student academic achievement, Reynoldsburg Junior High School has also gone through a significant organizational transformation.

These findings indicate that students in classrooms implementing Great Expectations ® methodology showed greater gains in student academic achievement during the school year compared to demographically similar students not exposed to GE.

Teachers who more effectively demonstrated the types of practices emphasized in any given system had greater student achievement gains than other teachers.

Since the partnership began, student achievement scores have experienced double - digit gains, and teacher candidates report greater confidence in their science pedagogy.

Achievement on the DC - CAS math test increased by 29 percentage points to 67 %, the greatest student gain of any DC high school in 2013 — 2014

«Some teachers reliably elicit greater gains [in student achievement] than others, because of the differences in how they teach» (Brophy, 1992).

As Commissioner of Education, Dianna Wentzell commented, «In some cases, students in choice programs made greater academic gains than their peers not enrolled in these programs (students in traditional public schools), thereby closing the achievement gap, while in other cases they did not.&raquIn some cases, students in choice programs made greater academic gains than their peers not enrolled in these programs (students in traditional public schools), thereby closing the achievement gap, while in other cases they did not.&raquin choice programs made greater academic gains than their peers not enrolled in these programs (students in traditional public schools), thereby closing the achievement gap, while in other cases they did not.&raquin these programs (students in traditional public schools), thereby closing the achievement gap, while in other cases they did not.&raquin traditional public schools), thereby closing the achievement gap, while in other cases they did not.&raquin other cases they did not.»

In addition to notable gains in Math achievement, students have also had greater opportunities to develop digital literacy, set personal goals, work collaboratively, and practice self - governance when doing independent work — real - world skills that will serve them well throughout their academic careers and beyonIn addition to notable gains in Math achievement, students have also had greater opportunities to develop digital literacy, set personal goals, work collaboratively, and practice self - governance when doing independent work — real - world skills that will serve them well throughout their academic careers and beyonin Math achievement, students have also had greater opportunities to develop digital literacy, set personal goals, work collaboratively, and practice self - governance when doing independent work — real - world skills that will serve them well throughout their academic careers and beyond.

Philadelphia's experience with outsourcing the management of 45 schools showed that even with additional expenditures, student achievement gains were no greater in those managed by outside organizations than in those remaining under district management (Gill, Zimmer, Christman, & Blanc, 2007).

However, evidence is emerging that shows that arts education can have powerful effects on student achievement, with the greatest gains for students in the lowest socioeconomic status quartile, those most at risk of academic failure.

Children in full - day kindergarten made greater gains in both reading and math achievement — gains that close the achievement gap between the highest and lowest performing students by nearly one - third in reading and by one - fourth in math.