Sentences with phrase «higher average student achievement»

Not exact matches

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.»

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.

We can see the relationship between vocabulary and reading achievement clearly in NAEP scores, where the students who had the highest average vocabulary scores were the students performing in the top quarter (above the 75th percentile) of reading comprehension.

While Virginia students again ranked among the nation's highest achievers, the 2009 NAEP results for the commonwealth show that overall achievement among Virginia fourth graders is similar to achievement in 2002, while the overall average reading score for eighth graders has declined.

Our graduates plan to attend a diverse set of high schools throughout Greater Milwaukee — most of which outperform the metro average for student achievement and college placement.

«Here's the reason to stand up and take notice from third grade through high school, Union City students» scores on the state's achievement tests approxi ¬ mate the New Jersey averages.

Increases in achievement for African American and Latino students, in particular, were substantially higher than the average gains for students overall at all three age groups and in both subjects.

«On average, summer vacation creates a three - month gap in reading achievement between students from low - and middle - income families... even small differences in summer learning can accumulate across the elementary years, resulting in a large achievement gap by the time students enter high school.»

Higher achievement: OAS students» performances on standardized tests generally meet or significantly exceed state and district averages, a striking finding considering that OAS schools serve a greater proportion of ethnic minorities and a greater proportion of economically - disadvantaged students.

Obfuscating distinctions — whether through grade inflation or grade elimination — helps students in schools where average achievement is high and hurts those where that average is low.

Despite the challenges of a high student turnover rate driven by parents» reassignments to new duty stations, it remains a high - performing district with math, science, and English language arts achievement rates 15 percent above the statewide average.

Although Gaetz's bill does not include fiscal expenditures, as noted in the main text (§ IV, supra), in reviewing the start time / academic achievement studies undertaken by fellow economists, Columbia University Assistant Professor of Finance and Economics Jonah Rockoff and the Walter H. Annenberg Professor of Education Policy, Professor of Economics, and Professor of Education at the University of Michigan, Brian Jacob, concluded that delaying middle and high school start times «from roughly 8 a.m. to 9 a.m. -LSB-,]» will increase academic achievement by 0.175 standard deviations on average, with effects for disadvantaged students roughly twice as large as advantaged students, at little or no cost to schools; i.e., a 9 to 1 benefits to costs ratio when utilizing single - tier busing, the most expensive transportation method available.

The proposal to put the science - lab cuts on the table was approved recently by Berkeley High's School Governance Council, a body of teachers, parents, and students who oversee a plan to change the structure of the high school to address Berkeley's dismal racial achievement gap, where white students are doing far better than the state average while black and Latino students are doing woHigh's School Governance Council, a body of teachers, parents, and students who oversee a plan to change the structure of the high school to address Berkeley's dismal racial achievement gap, where white students are doing far better than the state average while black and Latino students are doing wohigh school to address Berkeley's dismal racial achievement gap, where white students are doing far better than the state average while black and Latino students are doing worse.

This implies that high - poverty schools are, on average, much less effective than lower - poverty schools, and suggests that strategies that reduce the differential exposure of black, Hispanic, and white students to poor classmates may lead to meaningful reductions in academic achievement gaps.

During middle school, for example, students from elementary schools that had implemented the Developmental Studies Center's Child Development Project — a program that emphasizes community building — were found to outperform middle school students from comparison elementary schools on academic outcomes (higher grade - point averages and achievement test scores), teacher ratings of behavior (better academic engagement, respectful behavior, and social skills), and self - reported misbehavior (less misconduct in school and fewer delinquent acts)(Battistich, 2001).

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.

By third grade, the average charter student scored 5.8 points higher in math on standard achievement tests than those who lost the lottery and 5.3 points higher in English.

Students trained in social and emotional skills had academic achievement scores which were an average of 11 percentile points higher than those who did not, according to a meta - analysis of 213 studies (Weissberg, et al., 2015).

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.

Further, studies have found that teachers serving low income and minority students have higher absence rates, on average, which may contribute to the achievement gap.

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 who receive high - quality professional development witness their students» achievement results improve by an average of 21 percentile points.

Comparisons of the at - risk intervention group with the high - average and low - average classroom groups at the transition period showed that the at - risk students had closed the achievement gap with their average peers.