Sentences with phrase «high student performance results»

Not exact matches

Benefits to School Life Looking at the lasting impact of LOtC experiences in terms of academic performance, Learning Away's recent research found that school trips resulted in higher academic achievement, with 61 per cent of students achieving higher than their predicted grade following a school trip based on the subject area.

Moreover, a 2014 Public Health England report found that the amount of moderate to vigorous physical activity students engaged with at 11 years of age had an effect on academic performance across English, maths and science, including final GCSE exam results, with active students found to achieve up to 20 per cent higher results than non ‑ active students.

«We need to hone in on tackling the gender divide that has seen the results of Australia's boys trail behind girls and work to close the performance gap between students from high and low socio - economic status backgrounds,» he said.

In another Pew study, while nearly three - quarters of high school teachers admit that digital research tools can have a positive impact on student performance, 87 % also say that digital tech has resulted in a generation of teenagers who are far more easily distracted than teens of the past.

This year the list is topped by four major research pieces: an analysis of how U.S. students from highly educated families perform compare with similarly advantaged students from other countries; a study investigating what students gain when they are taken on field trips to see high - quality theater performances; a study of teacher evaluation systems in four urban school districts that identifies strengths and weaknesses of different evaluation systems; and the results of Education Next's annual survey of public opinion on education.

Critics often suggest that superior performance in the charter sector is a result of high levels of attrition, caused by implicit or explicit efforts on the part of school staff to «counsel out» the students who are hardest to educate.

The law also required annual statewide tests in grades 3 through 8, and again in high school, and states had to publish the performances of students on these tests for every school, breaking out the results by ethnicity, eligibility for a subsidized lunch, and a variety of other categories.

In addition, the administration greatly expanded the TIF program, which awards grants to high - need districts to fund performance - based compensation systems, and established a new rule for winning applications: proposals would need to differentiate teacher and principal effectiveness, based in significant part on student growth, and create compensation systems that reflected those results.

In an analysis of the program, political scientist William Howell wrote that RttT encouraged applicants to develop «common core state standards,» design a teacher evaluation plan based in part on the performance of their students, ensure «successful conditions for high - performing charter schools,» and numerous other reforms (see «Results of President Obama's Race to the Top,» research, Fall 2015).

PISA results show that when students discuss money matters with their parents, they have significantly higher financial literacy skills, even after accounting for differences in socio - economic background and their performance in other subjects.

For example, performance pay could be more widely used in places where, as in Asia, cultural expectations for student performance are high, making it appear that performance pay systems are effective, when in fact both performance pay plans and student achievement are the result of underlying cultural characteristics.

Our results indicate that while the pilot evaluation system led to large short - term, positive effects on school reading performance, these effects were concentrated in schools that, on average, served higher - achieving and less - disadvantaged students.

If the teacher is able to produce results (e.g., high student performance, engagement, improved test scores), should that not be the deciding factor in how a teacher teaches?

«Kemple's work examining high school reform efforts and assessing performance trends in New York City led to the design of rigorous impact evaluations, the results of which help city leaders better serve students and families by more meaningfully assessing school and student performance, effectively allocating resources, and identifying both positive trends and areas for improvement in schools.»

A report on the 2015 Programme for International Student Assessment (PISA) results examines trends in Australia's average performance and the change in the percentages of students considered «high» and «low» performers.

905 schools were studied and the results showed that students with a higher exposure to greenness showed better academic performance in both English and Maths, especially in the spring when they sat their MCAS tests.

Results of the tailored test design studies show that the delivery of multistage branching tests for NAPLAN online is sound and feasible, and that these tests offer better measurements of student performance, particularly for high - and low - achieving students.

While the overall results for U.S. students on this year's PISA exam were not good, some individual high schools got good news about the performance of their students on the test.

Participants will learn how to create an accelerated timeline and develop learning environments that successfully impact student outcomes, drive a fundamental shift in school culture and instructional practice that results in early gains and ongoing high performance.

Students receive scores on the FCAT ranging from 1 (lowest) to 5 (highest), with the thresholds for each performance level designed to correspond with the letter grades A through F. Thus results from the FCAT are ideal for developing a measure of how generous individual teachers» grading policies are.

They engage in monitoring activities to enable early identification of student and school results and factors (e.g., demographic changes) that might jeopardize continuing high performance, and they take action.

The results show that students in high - accountability states averaged significantly greater gains on the NAEP 8th - grade math test than students in states with little or no state measures to improve student performance.

The results, largely based on standardized test performance with graduation rates and advanced course enrollment factored in, are praiseworthy given the district's challenges, high poverty (70 percent of its 345,000 students qualify for free or reduced - priced lunch), and large population of English language learners.The Education Village «includes all of the elements that make sense,» Miami - Dade Schools Superintendent Alberto Carvalho said in the Miami Herald.

Research behind VAL - ED (the Vanderbilt Assessment of Leadership in Education tool to assess principal performance, developed by researchers at Vanderbilt University) suggests that there are six key steps - or «processes» - that the effective principal takes when carrying out his or her most important leadership responsibilities: planning, implementing, supporting, advocating, communicating and monitoring.40 The school leader pressing for high academic standards would, for example, map out rigorous targets for improvements in learning (planning), get the faculty on board to do what's necessary to meet those targets (implementing), encourage students and teachers in meeting the goals (supporting), challenge low expectations and low district funding for students with special needs (advocating), make sure families are aware of the learning goals (communicating), and keep on top of test results (monitoring).41

As a result, we identified the 25 common characteristics that contribute to high academic performance of students served by bilingual education programs.

Well, the Performance Task was read to students, and as a result I'm sure that when CT sped teachers heard the computer's voice coming through the headphones, they were pulled from the students ears and in high pitched voices every teacher demanded that all volume be turned down on the Chromebooks.

The evidence shows that rather than improving students» behavior, such punishments are more likely to result in negative effects such as higher drop - out rates and lower academic performance.

Some critics have said such a suspension would result in major gaps in knowledge about student performance, including the progress of students in early elementary grades, students learning English, students with disabilities and high school students.

To design and maintain a 21st century - inspired program focused on resulting in high - impact teaching and student performance.

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.

Public high schools were evaluated by their students» performance on state - mandated assessments, minority and economically disadvantaged student performance, and Advanced Placement and International Baccalaureate exam results to determine preparedness for college - level work.

Evidence based programs have research that aligns with guidelines for high - quality research including comparison groups, reliable measures of student performance, appropriate statistical analyses, and statistically significant positive results.

We further explore the relationship in performance across the two tests, still focusing on high - need students, but analyzing the results separately for EL and economically disadvantaged students, both of which are treated separately in LCAPs and accountability measures.

Results indicated that the computerized study guide produced significantly higher performance than notetaking for both groups of students.

Results of paired - samples t - tests suggest that Tutorials had a statistically significant impact on middle and high school student posttest achievement compared to pretest performance.

The quantitative results indicated that students who received knowledge integration prompts had significantly higher scores in overall problem solving performance, but the same was not true for prompts focused on conceptual knowledge.

In Data - Driven High School Reform, Lachat writes, «Putting student learning at the center of school accountability requires the capacity to assess and use data to monitor student performance and to evaluate the extent to which new structures and approaches to curriculum, instruction and assessment result in higher levels of achievement» (2001).

If we are using such student performances for high - stakes decision making, we will need to make sure that the determinations are valid (that we measure what we mean to measure) and reliable (that the measure will yield the same results on repeated trials).

This may result in lower interest and performance for all students, especially high achievers.

The report, coauthored by FutureEd's Phyllis W. Jordan and Raegen Miller, reviews the research on absenteeism and its correlation to student performance and well - being: Less time in school results in «weaker reading skills, higher retention rates, and lagging development of the social skills needed to persist in school.»

OECD analysis finds that about 15 percent of variability in the performance of American students is explained by socio - economic factors; the OECD average is 10 percent.13 Research suggests that if the PISA results of U.S. students are adjusted such that the distribution of low - income students is more similar to other countries with comparable post-industrial economies, both math and reading results would look significantly higher.14 This does not mean the United States should not be concerned about international comparisons of educational achievement, but it suggests that the conclusions drawn from rankings based on national averages are limited and that reality is more nuanced.

Provide benchmarks for different levels of student performance on high - stakes assessments — thus creating the foundation for differentiated diplomas based on the results of high school exit exams.

As a university professor, I have seen the results of this extreme focus on test - taking: These students score at the highest levels on tests that are reported in their admissions applications, but they score considerably lower on writing assessments, and most importantly, their performance in the classroom does not measure up to the test scores.

If test results show significant widespread gains in student results temporally associated with district reform plans, if these trends are generalized across all or most schools, and if the performance gaps between previous groups of low and high performing students and schools are seen to be diminishing over time, the argument is made that district reform efforts are having a positive impact on student learning.

For example, the report suggests tracking the performance of all students in the Denver Preschool Program using a common statewide tool like the Results Matter program, giving equal weight to student achievement scores and student growth scores when reporting on student performance, and including information on each DPS high schools» on - time graduation, college enrollment, and remediation rates on their school websites and providing parents with that information.

These results are highlighted in CCSA's Chartering and Choice as an Achievement Gap - Closing Reform: The Success of California Charter Schools in Promoting African American Achievement, which shows that, overall, charter schools in California are effectively accelerating the performance of African American public school students, and are earning higher Academic Performance Index (API) scores and proficiency rates statewide, in many urban districts and across all subjects when compared with traditional publperformance of African American public school students, and are earning higher Academic Performance Index (API) scores and proficiency rates statewide, in many urban districts and across all subjects when compared with traditional publPerformance Index (API) scores and proficiency rates statewide, in many urban districts and across all subjects when compared with traditional public schools.