Sentences with phrase «higher student achievement gains»

Furthermore, Fletcher, Strong, and Villar (2008) established a mentoring - achievement link, noting that more hours of mentoring yielded higher student achievement gains compared with others teachers who spent less time with a mentor.

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

Not exact matches

Schools would gain greater state recognition for achievement by high school students on college - level Advanced Placement and International Baccalaureate exams.

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.

Nor did students with low initial levels of achievement and applicants from SINI schools experience significantly different reading gains from the program than high achievers and non-SINI applicants.

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

With the 1986 Education Enhancement Act, Connecticut developed high standards and a sophisticated support system for its teachers, and it reaped high achievement gains for its students.

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

While these marginally performing students are likely to benefit from increased attention, reallocation of instructional attention leads to a tradeoff whereby the achievement gains of the marginally performing students come at the expense of both the lowest - and highest - performing students.

As Raj Chetty, John Friedman, and Jonah Rockoff reported recently (see «Great Teaching,» research, Summer 2012), being assigned to a teacher with a track record of student achievement gains is associated with higher earnings and rates of college going.

Student surveys have the highest reliability but are less correlated with student achievementStudent surveys have the highest reliability but are less correlated with student achievementstudent achievement 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.

Researchers identified a «consistent, positive relationship between student exposure to high - quality intellectual assignments and students» learning gains on the test — even after controlling for race, socioeconomic class, gender, and prior achievement differences among classrooms.»

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 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).

While some of the achievement gains will be lost, the persistent achievement gains will lead to higher earnings over the student's lifetime.

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 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.

Most tests gaining attention today are achievement tests, including those commonly referred to as «high stakes,» meaning that crucial decisions are made about a student, teacher, or school based on the results of the test.

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.»

Texting parents about students» missing assignments produces similar achievement gains on test scores as those produced by high - performing charter schools.

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.

Of new TFA teachers, 64 percent generated achievement gains among their students that were higher than the median achievement gains for new non-TFA teachers (see Figure 3).

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.

This study found that students whose teachers crafted high quality SLOs outperformed their peers and showed significantly greater gain on two independent measures of student achievement at all three school levels during all years under study.

To be more succinct, Governor McDonnell's signature education legislation will punish high poverty schools and divisions even where significant gains toward increasing achievement for economically - disadvantaged students have been attained.

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.

They found students of compassionate or «high facilitative» teachers made «greater gains on academic achievement measures, including both math and reading scores, and present [ed] fewer disciplinary problems (McEwan 2002, 33 - 34).»

For example, high turnover of students throughout the year can affect the gains students make on achievement tests; and, if the class size is small, the scores of only a few students can affect the size of the 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.