Sentences with phrase «higher average achievement levels»

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

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.»

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.

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.

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.

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.»

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.

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).

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.

Schools making good progress but not yet reaching desired average levels of achievement are not rewarded, and schools with high - achieving students have no further incentive to improve if they've already reached the mandated proficiency level.

While elementary schools have, on average, improved student achievement in the past decade, middle level students» overall scores have been flat and high school students» scores have decreased.

The authors pointed out some of the advantages of low poverty noting, «Children whose parents read to them at home, whose health is good and can attend school regularly, who do not live in fear of crime and violence, who enjoy stable housing and continuous school attendance, whose parents» regular employment creates security, who are exposed to museums, libraries, music and art lessons, who travel outside their immediate neighborhoods, and who are surrounded by adults who model high educational achievement and attainment will, on average, achieve at higher levels than children without these educationally relevant advantages.»

High - need districts (where over 55 percent of students are economically disadvantaged or English Learners) saw lower levels of achievement on average, with about 33 percent of students meeting the standards compared to about 60 percent for districts with fewer high - need studeHigh - need districts (where over 55 percent of students are economically disadvantaged or English Learners) saw lower levels of achievement on average, with about 33 percent of students meeting the standards compared to about 60 percent for districts with fewer high - need studehigh - need students.

Teachers with students with higher incoming achievement levels receive classroom observation scores that are higher on average than those received by teachers whose incoming students are at lower achievement levels, and districts do not have processes in place to address this bias.

There is evidence that maltreated children are at greater risk for lifelong health and social problems, including mental illnesses, criminality, chronic diseases, disability1 and poorer quality of life.2 A history of child maltreatment is also associated with lower adult levels of economic well - being across a wide range of metrics, including higher levels of economic inactivity, lower occupational status, lower earnings and lower expected earnings.3 Existing research suggests a ripple effect caused by lower educational achievement, higher levels of truancy and expulsion reducing peak earning capacity by US$ 5000 a year4 or an average lifetime cost of US$ 210012 per person1 when considering productivity losses and costs from healthcare, child welfare, criminal justice and special education.