Sentences with phrase «higher average achievement»

The gains are large when compared to other possible policy interventions, such as the effects of attending a school with higher average achievement levels or enrolling in a charter school.

When we create groups based on demographic characteristics, we find that some groups have higher average achievement levels than others.

Not exact matches

Women who started birth at home were on average older, of a lower socioeconomic status and higher educational achievement, and less likely to be African - American or Hispanic than women having full gestation, vertex, singleton hospital births in the United States in 2000.

On average, children who were breastfed for ≥ 8 months 1) scored between 0.35 and 0.59 SD units higher on standardized tests of ability or achievement and teacher ratings of school performance than children who were not breastfed, and 2) were considerably less likely than nonbreastfed children to leave school without qualifications (relative risk = 0.38; 95 % CI: 0.25, 0.59).

When compared to control group counterparts in randomized trials, infants and toddlers who participated in high - quality home visiting programs were shown to have more favorable scores for cognitive development and behavior, higher IQs and language scores, higher grade point averages and math and reading achievement test scores at age 9, and higher graduation rates from high school.

By measuring average point scores rather than a single cutoff point, the new measure will also ensure that the achievement of all students is recognised equally, including both low attainers and high fliers.

An important aspect of our recruitment objective is that we target students with grade point averages between 3.0 and 3.6 out of 4.0 — that is, students who are often overlooked by many high - achievement programs.

The average job switcher moving from one district to another moved to a district whose average achievement was 0.07 standard deviations higher on the TAAS than the district the teacher left.

Students were protecting themselves from extra work by ostracizing high achievers, «constraining the fast minority,» and holding down the achievements of those who were above average, «so that the school's demands will be at a level easily maintained by the majority.»

Students who reported almost never being bullied had average achievement more than 30 score points higher than those who reported being bullied almost weekly.

This issue's research section offers a first - of - its - kind study examining the impact of instructor quality on student achievement in the higher education sector — finding that students taught by above - average instructors receive higher grades and test scores, are more likely to succeed in subsequent courses, and earn more college credits.

This average combines the negative, but statistically insignificant, effects of exits of high - performing teachers with the very large improvements in student achievement resulting from the departures of low - performing teachers.

The average achievement of the peers in G&T students» classrooms were between 0.25 and 0.33 of a standard deviation higher in each core academic subject.

This comports with the interpretation that average peer achievement influences everyone's test scores, since Asians score higher than whites in math overall (the Asian - white score gap is positive and relatively large in math, 0.62 of a standard deviation in the 4th, 5th, and 6th grades).

For example, a student who begins the year at the 50th percentile on the state reading and math test and is assigned to a teacher in the top quartile in terms of overall TES scores will perform on average, by the end of the school year, three percentile points higher in reading and two points higher in math than a peer who began the year at the same achievement level but was assigned to a bottom - quartile teacher.

A 2013 quasi-experimental analysis found that, «on average, extended learning time (ELT) tutorials at Match Charter Public High School raised student achievement on the 10th grade English language arts examination between.15 and.25 standard deviations per year.»

If high - income parents are more likely to make a request, and such requests are for better teachers on average, then the availability of requests could exacerbate the achievement gap between students from low - and high - income families, even if all families equally value academic achievement.

In a high school, the norms act to hold down the achievements of those who are above average, so that the school's demands will be at a level easily maintained by the majority.

A 2010 study by Richard Freeman and colleagues shows that countries that perform best on TIMSS (Trends in International Mathematics and Science Study) not only have a higher average score, but also have 1) less variation in performance and 2) smaller achievement gaps between different demographic groups.

That means putting money into initiatives that will bring achievement for all students: historically low performers, who must be able to compete in a world that demands higher skills; average students, who need to care more about their studies if they are going to succeed; and top students, who will drive the country's future innovations.

More specifically, if the average quality of teachers in a school is already high, being assigned to one of the better teachers will have only a limited effect on student achievement.

A translation of the results in a way that reveals the effects of peer achievement provides a different perspective: being surrounded by peers who score 1 point higher on average raises a student's own score by 0.3 to 0.5 points, depending on the grade.

In a school where 80 percent of the children are eligible for free or reduced - price lunch, the parents of the average child would have a 48 percent chance of selecting the teacher with a high - satisfaction and average achievement rating over the teacher with average ratings on both satisfaction and achievement.

The proportion of principals in their first year leading a school is roughly 40 percent higher in schools in the bottom quartile of average prior achievement than in schools in the top quartile; the proportion of principals that have been at their current school at least six years is roughly 50 percent higher in schools with higherachieving students.

In particular, we use existing research about how much a high level of achievement boosts the earnings of an individual worker, combined with our new measures of the average achievement levels of workers in each state, to gauge the contribution of differences in achievement to differences in income levels across states.

As a group, Hispanics perform well below average on national achievement tests, and their high school dropout rate is nearly four times that of their non-Hispanic white peers.

Although high achievement, represented through grade point average or class rank, was desirable, any performance short of failure was sufficient.

For a better sense of the magnitude of these estimates, consider a student who begins the year at the 50th percentile and is assigned to a top - quartile teacher as measured by the Overall Classroom Practices score; by the end of the school year, that student, on average, will score about three percentile points higher in reading and about two points higher in math than a peer who began the year at the same achievement level but was assigned to a bottom - quartile teacher.

He finds that replacing the least effective 5 to 8 percent of all teachers with average teachers would bring the U.S. to a level of student achievement equivalent to that of Canada, and replacing the least effective 7 to 12 percent of teachers with those of average effectiveness would «move the United States to the level of the highest - performing countries in the world, such as Finland.»

Furthermore, the research found that students who studied advanced maths qualifications earned 30 per cent more on average and maintained higher career achievements.

The results showed that all students benefited from tracking, including those who started out with low, average, and high achievement.

They demonstrate that attending an oversubscribed charter middle or high school has a clear positive effect on students» math and reading achievement, but also find that this «on - average» result obscures dramatic variation.

This belief is shared by the School Travel Forum, which reports that schools take an average of 2.7 residential trips a year, resulting in higher academic achievement.

Rigorous studies consistently show that the impact of a more - effective teacher is substantial A high - performing teacher, one at the 84th percentile of all teachers, when compared with just an average teacher, produces students whose level of achievement is at least 0.2 standard deviations higher by the end of the school year.

Thus, an increase in the level of achievement in high school of a standard deviation yields an average increase of between $ 110,000 and $ 230,000 in lifetime earnings.

If we then turn to the labor market, a student with achievement (as measured by test performance in high school) that is one standard deviation above average can later in life expect to take in 10 to 15 percent higher earnings per year.

Achievement in science was found to be not as high, but is still above the international average.

However, growth data from 2013 suggests that in the upper grades, on average, students maintain their high early achievement rather than moving further ahead.

On average, charter schools show higher achievement than traditional public schools, especially with traditionally underserved student groups and in urban environments.

For students continuing from a KIPP middle school, KIPP high schools» impacts on student achievement are not statistically significant, on average.

It has been shown in numerous national studies and surveys that, on average, ELLs under achieve in comparison to their English - speaking peers in academic domains and that the achievement gap tends to increase the higher the grade level (e.g., Fry, 2007; Rumberger, 2007; McNeil et al., 2008).

Charter middle and high schools produce test - score achievement gains that are, on average, similar to those of traditional public schools.

Exceeded statewide averages for timely completion of associate's degrees — the first significant milestone to higher education achievement;

That achievement level is adjusted once based on the extent to which the average achievement in that state, as measured by the National Assessment of Educational Progress (NAEP), is higher or lower than the national average.

Achievement gaps between students of color and white students are higher than the national average, as are the gaps between the college enrollment rates of students of color and white students.

Curricular Coherence and the Common Core State Standards for Mathematics Educational Researcher, November 2012 Exploring the relationship of the CCSS in Mathematics (CCSSM) to student achievement, these researchers found a high degree of similarity between CCSSM and standards of the highest - achieving nations on the 1995 Third International Mathematics and Science Study and that states with standards more like CCSSM have higher 2009 National Assessment of Educational Progress scores on average.

• «The amount of homework for high school seniors has decreased... and grades have risen as average student achievement has been declining.»

For New York State, an average achievement state, this would be the equivalent of an eight percent higher GDP going into the future — enough to pay fully for K - 12 schools and to have considerable left over.

The third problem, Ho explains, raises concerns about achievement gaps — for example, average differences between test scores of white or higher - income students and minority or poor students.

«Although it is too early to draw sweeping conclusions, the initial indications are that the average student attending a charter school has higher achievement than he or she otherwise would,» Miss Hoxby said.