Sentences with phrase «higher gains in student achievement»

There does appear to be one important caveat to these studies: teachers with advanced degrees in a specific subject area (e.g. math or physics) show higher gains in student achievement when they teach classes in those specific subjects, according to this Education Next report:

Not exact matches

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.

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

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

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.

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.

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.

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.»

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.

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.

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.

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.

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

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.

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.

All of NCTR's consulting services capitalize on the knowledge gained from years of developing effective, clinically - rich residency programs that prepare teachers committed to improving student achievement in high - needs schools.

«This year's results reveal noteworthy achievement gains in many districts...» our neediest students continue to perform significantly worse than their wealthier peers, especially at the high school level.

By 2012, though, things had changed for the better: Sanger Unified ranked third in achievement gains among California districts with high populations of minority, English language learners and disadvantaged students.

All NCTR's consulting services capitalize on the knowledge gained from years of developing effective, clinically - rich residency programs that prepare teachers committed to improving student achievement in high - need, urban schools.

Clarence Edwards Middle School, a high - poverty school in Boston, has experienced substantial gains in student achievement since implementing expanded learning time.

Drawing from the expertise gained in developing the New Century High Schools Initiative, we now work to bring the same level of improvement in student achievement to our schools.

New Haven, Conn. — Connecticut's fourth - and eighth - grade students continue to score higher than their national peers in reading, and have made modest long - term gains in math based on 2017 results from the Nation's Report Card — but our current rate of progress means The Constitution State would need a century to close the achievement gap.

Look at research showing teacher education programs that produce higher student achievement gains (in their graduates» first year of teaching) have the following characteristics:

Another ambitious investigation, conducted by the National Center for Educational Achievement (2009), sent teams of researchers to 26 public schools in five states that had a high percentage of low - income students, and whose students had made significant gains on math and science exams in a three - year period.

Students showed higher gains in math achievement when their teachers reported frequent conversations with their peers that centered on math, and when there was a feeling of trust or closeness among teachers.

In fact, the importance of experience may be clearer in the teaching profession than any other, as shown in a recent re-analysis of the STAR Tennessee experiment, showing that Kindergarten students had higher achievement and earnings as adults, depending on how long their teachers had been in the profession, with gains for every year up to twentIn fact, the importance of experience may be clearer in the teaching profession than any other, as shown in a recent re-analysis of the STAR Tennessee experiment, showing that Kindergarten students had higher achievement and earnings as adults, depending on how long their teachers had been in the profession, with gains for every year up to twentin the teaching profession than any other, as shown in a recent re-analysis of the STAR Tennessee experiment, showing that Kindergarten students had higher achievement and earnings as adults, depending on how long their teachers had been in the profession, with gains for every year up to twentin a recent re-analysis of the STAR Tennessee experiment, showing that Kindergarten students had higher achievement and earnings as adults, depending on how long their teachers had been in the profession, with gains for every year up to twentin the profession, with gains for every year up to twenty.

Distinguished Principals have demonstrated that they are highly effective school leaders, either maintaining high student achievement results over the course of a number of years, or producing clear student achievement gains in their buildings.

Achievement on the DC - CAS math test increased by 29 percentage points to 67 %, the greatest student gain of any DC high school in 2013 — 2014

Low - income students lose more than two months in reading achievement during the summer, while high - income students, on average, see reading gains during the summer.

Importantly, we find that the status, but not the growth, approach reduces the reading achievement of higher performing students, with the losses in the aggregate exceeding the gains at the bottom.

Using a value - added model to analyze performance data from 179 high - need charter schools across the country during the 2008 - 2009 school year, EPIC identified 22 schools that have made the most dramatic gains in student achievement.

Results show that low - SES students made statistically significant gains in social studies and content literacy and, at post-test, showed no statistically significant differences from the students in the high - SES schools: Following instruction, there was no SES achievement gap on these assessments.

The Consortium's goal is to connect with and learn from schools serving high - need populations that are making significant gains in student achievement.

A national study conducted by Mathematica Policy Research found that students attending KIPP middle schools made gains in reading, math, science, and social studies equal to 11 to 14 months of additional learning when compared to similar non-KIPP students.60 Similarly, researchers from the University of Pennsylvania found that students selected by lottery to attend Harlem Success Academy made significant gains in reading and math equal to 13 to 19 percent higher test achievement, compared to demographically similar students not selected via lottery.61