Sentences with phrase «higher gains in achievement»

Not exact matches

Fathers» involvement in parenting is associated with positive cognitive, developmental, and socio - behavioural child outcomes such as improved weight gain in preterm infants, improved breastfeeding rates, higher receptive language skills, and higher academic achievement [33].

She managed the historic introduction of universal pre-K and oversaw significant gains in student achievement from test scores to high school graduation rates.

Some of these states have been rewarded with record high graduation rates and an uptick in student achievement, with major gains among students who have traditionally been furthest behind, including students with disabilities.

The final evidence collected from the participants may confirm the accumulation of achievement gains in reading and higher levels of parental satisfaction from the program that were evident after three years, or show that those gains have faded.

While we've made some gains at the 4th - grade level (probably reflecting better instruction in decoding), reading - achievement trends by the end of high school are depressingly flat.

Students made short - term gains in math and reading achievement, were better prepared for high school, and took fewer remedial courses once there.

Analyses of high - stakes exam systems around the world have demonstrated that they lead to significant achievement gains, but these are not comparable to the moderate - stakes system in Michigan.

Estimates of teacher effects on achievement gains are similar in magnitude to those of previous econometric studies, but the authors found larger effects on mathematics achievement than on reading achievement, and in low socioeconomic status (SES) schools than in high SES schools.

In the high - regulation approach a portfolio manager or harbor master might kick these schools out of the program or restrict their growth for failing to produce achievement gains.

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

The gains in schools that received «high - dosage tutoring in math were dramatic,» and the study found that although the tenets of the program worked together to produce strong overall results, tutoring was, on its own, «highly effective in increasing 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.

For more than a decade, progress in elementary school achievement has not translated into comparable gains in middle and high school.

Nor do the researchers find evidence that students who attend middle schools make larger achievement gains than their K - 8 peers in grades 9 and 10, by which time most Florida students have entered high school.

In other words, we ask whether teachers who receive higher TES ratings than other teachers in their school produce larger gains in student achievement than their same - school colleagueIn other words, we ask whether teachers who receive higher TES ratings than other teachers in their school produce larger gains in student achievement than their same - school colleaguein their school produce larger gains in student achievement than their same - school colleaguein student achievement than their same - school colleagues.

Participation in afterschool programs is influencing academic performance in a number of ways, including better attitudes toward school and higher educational aspirations; higher school attendance rates and lower tardiness rates; less disciplinary action, such as suspension; lower dropout rates; better performance in school, as measured by achievement test scores and grades; significant gains in academic achievement test scores; greater on - time promotion; improved homework completion; and deeper engagement in learning.

However, without the changes Massachusetts made to its entire system of teacher licensing (e.g., subject area licensing tests for all prospective teachers, criteria for achieving full licensure after beginning teaching, and criteria for license renewal for veteran teachers), it is unlikely there would have been enduring gains in achievement for students in all demographic groups and in all its regional vocational / technical high schools — gains confirmed by tests independent of control or manipulation by Massachusetts or federal policy makers.

But these standards do not by themselves necessarily account for the gains in achievement by all demographic groups and by our regional vocational / technical high schools (which enroll a disproportionate number of special education students and below - grade level readers).

In fact, if you look at Table 4 in their paper you will find that teachers with higher verbal SAT scores are negatively associated with student gains in math achievemenIn fact, if you look at Table 4 in their paper you will find that teachers with higher verbal SAT scores are negatively associated with student gains in math achievemenin their paper you will find that teachers with higher verbal SAT scores are negatively associated with student gains in math achievemenin math achievement.

Schools can win a Blue Ribbon award without demonstrating high levels of reading and math achievement or attaining large gains in these subjects.

These «Jubilee Schools» received generous support from private benefactors and are now generating remarkable gains in student achievement, thanks to a combination of old - fashioned high expectations and a modern focus on measurable results.

Students in school districts fully implementing these standards saw impressive gains in student achievement, especially in low - income high English learner populations.

For middle - and high - school levels, the research team found that achievement gains in charter schools and traditional public schools were about the same, with two exceptions.

Such high expectations have helped the Houston - founded charter chain achieve continued gains in student achievement despite some minor speed bumps during massive growth, according to a comprehensive new study.

A 2009 MIT - Harvard study, under the direction of Thomas Kane of the Harvard Graduate School of Education, found that «achievement gains among Boston charter school students were significantly higher than those of their peers in either BPS or pilot schools, especially in math.»

More than 63 percent of TFA teachers generated achievement gains in reading that were higher than the median achievement gains for new non-TFA teachers (see Figure 3).

In other words, there were fewer extremely low - and high - performing teachers among the Teach for America recruits; they were more consistent in eliciting achievement gainIn other words, there were fewer extremely low - and high - performing teachers among the Teach for America recruits; they were more consistent in eliciting achievement gainin eliciting achievement gains.

They are determined in part by the amount students learn in school, and research suggests that moving to a school with higher proficiency rates does produce achievement gains.

The Education Trust, for example, is urging states to use caution in choosing «comparative» growth models, including growth percentiles and value - added measures, because they don't tell us whether students are making enough progress to hit the college - ready target by the end of high school, or whether low - performing subgroups are making fast enough gains to close achievement gaps.

Both trends seemed to top out after 2007, so higher standards do not lead to a permanent change in achievement gains per grade level (as would be expected to happen with a permanent change in the quality of teaching).

The report outlines that students who fully participate in high - quality ASES or 21st CCLC after school program gain the equivalent of up to an extra 90 days of school, and experience positive impacts on academic achievement, attendance and positive behaviors, health and nutrition, STEM learning, and Social Emotional Learning (SEL).

An evaluation of the Apollo 20 program found that infusing these high - performing charter school best practices into HISD schools had a statistically significant effect on math achievement that rivals student - achievement gains in math of high - performing charter schools.

They would allow pupils to follow their own interests and gain recognition for what they know, understand and can do, and they would be flexible and allow each young person to gain a unique graduation certificate listing all achievements, something that would be more useful to future employers or for progression to higher education than grades in a few formal exams.

As part of his recent research on models of effective schooling, Fryer identified five practices that largely explain significant student achievement gains in high - performing charter schools.

77 This reform has translated into strong achievement gains for both low - and high - income students in the district.78

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.

[11] For this reason, we would expect the test to align better with lower or middle tracks, implying that teachers in these tracks have an easier time showing achievement gains — and therefore higher value - added.

At O. Perry Walker College and Career Preparatory High School, one of the first charters to open after Katrina, the mostly African - American student body has turned in dramatic gains in achievement.

As Angirst, et al, Dobbie and Fryer, and Tuttle, et al show, a bunch of charter schools with large achievement test gains, including Boston «no - excuses» schools, Harlem Promise Academy, and KIPP, have produced little or nothing in terms of high school graduation and college - attendance rates.

Each of the processes below have high effect sizes for gains in student achievement.

In fact, research has indicated that a low income child who has a high quality teacher five years in a row will have learning gains, on average, high enough to completely eliminate the achievement gap with their more affluent peerIn fact, research has indicated that a low income child who has a high quality teacher five years in a row will have learning gains, on average, high enough to completely eliminate the achievement gap with their more affluent peerin a row will have learning gains, on average, high enough to completely eliminate the achievement gap with their more affluent peers.

Overall score gains may mask increasing or unchanging percentages of students scoring in the lower ranges and wider achievement gaps between high and low scoring students.

This holistic approach has yielded results in places like Putnam City West High School in Oklahoma City, where educators have engaged parents and the community to boost the graduation rate of Hispanic students by 70 percent; and Denver, where the teacher - led Math and Science Leadership Academy is taking a collaborative approach that focuses on mentoring and professional development to boost student achievement; and in Las Vegas, where a teacher empowerment program has led to remarkable gains, including at Culley Elementary School, a «high achieving» school where only five years ago, less than a quarter of students were at grade leHigh School in Oklahoma City, where educators have engaged parents and the community to boost the graduation rate of Hispanic students by 70 percent; and Denver, where the teacher - led Math and Science Leadership Academy is taking a collaborative approach that focuses on mentoring and professional development to boost student achievement; and in Las Vegas, where a teacher empowerment program has led to remarkable gains, including at Culley Elementary School, a «high achieving» school where only five years ago, less than a quarter of students were at grade lehigh achieving» school where only five years ago, less than a quarter of students were at grade level.

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.

• Overall score gains may mask wider achievement gaps between high - scoring and low - scoring students, with percentages of students scoring in the lower ranges stuck or increasing.

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

While there is not a clear causal effect between a teacher's own academic record and his or her ability to achieve the kinds of learning gains that help students excel, most studies do find a correlation between higher GPA and teacher effectiveness.43 Taken in aggregate with other factors, such as experience and rank of undergraduate school, some studies have found larger positive impacts, especially for math achievement.44 For this reason, a high GPA should not be the only factor that determines entry into the profession.

The study — funded by the Department of Education and the National Institutes of Health — found first - grade teachers with a higher percentage of students with math difficulties in their classrooms were more likely to use student - centered instructional methods (such as the use of calculators, or movement and music to learn math) that have not been associated with achievement gains.

Almost every high - performing charter network in the country, from KIPP to Achievement First, uses significantly more scheduled time to achieve impressive academic gains, and many public schools, spurred by local initiatives, innovative state policies and federal leadership, are also adopting this promising practice.

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.