On the other side of the coin, when implemented effectively, PLCs can lead to
higher levels of student achievement across the board.
Collaborated with colleagues within the department, school, and district to promote
high levels of student achievement across all content.
Not exact matches
Highlights
of this year's NAPLAN results include: • There is evidence
of movement
of students from lower to
higher bands
of achievement across year
levels and most domains over the last 10 years • Year 3 reading results continue to show sustained improvement • ACT, Victoria and NSW continue to have
high mean
achievement across all domains • There are increases in mean
achievement in the Northern Territory in primary years reading and numeracy since 2008 • WA and Queensland have the largest growth in mean
achievement across most domains since 2008 • Percentage
of students meeting the national minimum standard remains
high — over 90 per cent nationally and in most states and territories,
across all domains and year
levels
«Equipped with the insights
of both HGSE staff and colleagues from throughout the nation and
across the globe, we are implementing reforms which are closing
achievement gaps, prompting greater diversity in advanced course enrollment, engaging
students at
higher levels, and are thus becoming more equitable institutions
of learning.»
The Executive Leadership Program for Educators at Harvard University in association with The Wallace Foundation will emphasize midcareer development
of teams
of high -
level education leaders that share responsibility for making changes in their organizations and
across their states to broadly improve school leadership and its impact on
student achievement.
Positive effects
of charter schools on
student achievement were found at both the middle and
high school
levels and
across subjects.
In a briefing paper prepared for the National Academy
of Education (NAE) and the American Educational Research Association, Linda Darling - Hammond and three other distinguished authors reached the following conclusion: «With respect to value - added measures
of student achievement tied to individual teachers, current research suggests that
high - stakes, individual -
level decisions, as well as comparisons
across highly dissimilar schools or
student populations should be avoided.»
(James J. Barta and Michael G. Allen); «Ideas and Programs To Assist in the Untracking
of American Schools» (Howard D. Hill); «Providing Equity for All: Meeting the Needs
of High - Ability
Students» (Sally M. Reis); «Promoting Gifted Behavior in an Untracked Middle School Setting» (Thomas O. Erb et al.); «Untracking Your Middle School: Nine Tentative Steps toward Long - Term Success» (Paul S. George); «In the Meantime: Using a Dialectical Approach To Raise
Levels of Intellectual Stimulation and Inquiry in Low - Track Classes» (Barbara G. Blackwell); «Synthesis
of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All
Students»
Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking
across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our
Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application
of the Principles
of Untracking at the Secondary
Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Page).
The study identified 13 best practices
across three dimensions
of teacher behaviors and strategies which are correlated to significantly
higher levels of student achievement in an online learning environment.
With respect to value - added measures
of student achievement tied to individual teachers, current research suggests that
high - stakes, individual -
level decisions, or comparisons
across highly dissimilar schools or
student populations, should be avoided.
Across the country, our partner schools are living proof that ST Math engages, motivates and challenges both
students and teachers toward
higher levels of math
achievement.
On the standardized test
of academic progress administered
across all DC public schools, the PARCC, Latin
students demonstrated
high levels of achievement:
Furthermore, the review indicates that authoritative parenting styles are often associated with
higher levels of student achievement, although these findings are not consistent
across culture, ethnicity, and socioeconomic status.