Sentences with phrase «higher student achievement when»

The school district chose The Art and Science of Teaching by educational researcher Dr. Robert Marzano as its evaluation model, feeling that, as part of a fair and consistent evaluation process with specific feedback to improve skills, this provides the most feedback for teachers on effective instructional practices and outlining specific, high probability teaching strategies shown to lead to higher student achievement when implemented correctly.

Not exact matches

When discussing student performance on achievement tests, Barton notes that private or religious schools account for a disproportionately high number of National Merit Scholars and says that is because «one school utilizes religions principles and one does not.»

But only when data is tied to action do we see increases in student achievement and high school graduation rates, as well as more dollars and resources directed to low - performing schools.

And a Mathematica study is due out soon studying the impact on student achievement when high value - added teachers were offered bonuses to move and randomly assigned among a set of schools that had volunteered to hire them.

«We feel student achievement is at a higher rate when students are in school regularly,» said Beth Shields, deputy superintendent for instruction in the School District of Hillsborough County, Florida.

While many affluent suburban districts have lower achievement than we might expect, some districts are producing very high achievement even when compared with that of students in other developed countries.

Because teachers were considering intangible factors, even when race, gender, family income, and academic achievement are the same, there was no way to isolate the effect of being held back, much less to make reasonable conclusions about the effects of retention on a student's academic achievement or the probability of his dropping out of high school.

While «having high state standards makes a big difference to underprivileged people,» as Christopher Cerf put it, common standards might be set too low and so, contrary to what the PEPG report showed, may not serve to raise standards of achievement when U.S. students are compared to their peers in high - achieving countries.

In the specific year when students move to a middle school (or to a junior high), their academic achievement, as measured by standardized tests, falls substantially in both math and English relative to that of their counterparts who continue to attend a K — 8 elementary school.

This initial advantage in academic achievement dissipates sharply over time, however, and appears to vanish by high school when, as a 9th grader, the redshirted student is at most 7 percent older than his peers.

The authors suggest that other states learn from «the danger of relying on statewide test scores as the sole measure of student achievement when these scores are used to make high - stakes decisions about teachers and schools as well as students.»

«Just as district officials penalized Columbus High School educators, NCLB punishes schools when they can't «fix» students» low achievement,» she says.

For example, performance pay could be more widely used in places where, as in Asia, cultural expectations for student performance are high, making it appear that performance pay systems are effective, when in fact both performance pay plans and student achievement are the result of underlying cultural characteristics.

The scaling of high - performing CMOs provides one of the highest levels of return and leverage for philanthropic funds, particularly when you consider that CMOs tend to deliver much higher student achievement than the local district; these schools will continue to serve students in a high - quality way over time; and there are few investments in K — 12 that have consistently yielded this level of performance.

Our plan is grounded in the following two premises: 1) When purposefully synchronized with one another across multiple forms of media («cross-media»), children's and adolescents» exposure to high quality youth - oriented social and ethical story content, i.e. stories of substance specifically about character development, compassion, and courage (CCC), is a powerful way to promote youth academic achievement and ethical values; 2) Especially if these stories, told and «read» across media, in their various genres (human interest, biography, history and historical fiction, civic engagement, coming of age, social change, spiritual awakening, moral issues, etc.), are «taught» by «educators» (broadly defined) using an «evidence - based» pedagogy that A) makes use of peer to peer, and adult facilitated group discussion and debate as a primary form of instruction, and B) takes advantage of access to the texts of the story that are made available cross-media (narratives, scripts, videos, etc.) to foster students» critical thinking and ethical reflection skills.

The authors found that in the specific year when students move to a middle school (or to a junior high), their academic achievement, as measured by standardized tests, falls substantially in both math and English relative to that of their counterparts who continue to attend a K — 8 elementary school.

For all of the talk about «raising standards» and implementing «high stakes testing,» the United States is an outlier among developed nations when it comes to holding students themselves to account, and linking real - world consequences to academic achievement or the lack thereof.

Researchers have shown that when teachers are more motivated, they tend to experience greater workplace wellbeing and their students tend to report greater motivation and attain higher levels of achievement.

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.

Research and cumulative, empirical evidence have confirmed that these characteristics when present over time lead to higher levels of student achievement and overall development.

The most striking finding was that charter — high school attendance may positively affect the chance that a student will graduate and go on to college — two critical outcomes that have not been examined in previous research — suggesting the need to look beyond achievement - test scores when measuring the effectiveness of charter schools.

A nonpublic school, other than a registered high school, shall be placed under department review when the school scores below one (or more) of the review criteria on indicators of student achievement specified in paragraph (7) of subdivision (p) of this section, has not shown improvement on such indicators over the preceding three school years, and has not otherwise demonstrated satisfactory performance on other student achievement indicators determined by the commissioner in consultation with the appropriate nonpublic school officials.

«It's surprising that the court, which used its bully pulpit when it came to criticizing teacher protections, did not spend one second discussing funding inequities, school segregation, high poverty or any other out - of - school or in - school factors that are proven to affect student achievement and our children.

When game - based learning systems arecomparedagainst conventional assessment methods, the difference is clear: games are better at helping students retain knowledge, concentrate andperform at a higher level of achievement.

With five comprehensive high schools, more than 13,000 students, an 80 - percent - and - growing Hispanic population, and a large number of economically disadvantaged families, Thorstenson was faced with the challenges of increasing student achievement, making curriculum relevant, and promoting equity of opportunity for students when she first took office in 2000.

These studies also suggest that the pedagogy of the SEM can be applied to various content areas resulting in higher achievement when implemented in a wide variety of settings, and when used with diverse populations of students including high ability students with learning disabilities and underachievers.

When we need higher student achievement on lower budgets, we're obliged to review all the money we're spending and ask: does this buy better student achievement?

When parents are involved in their student's transition to high school, they tend to stay involved in their child's school experiences (Mac Iver, 1990); and when parents are involved in their child's high school experiences, students have higher achievement (Linver & Silverberg, 1997; Paulson, 1994), are better adjusted (Hartos & Power, 1997), and are less likely to drop out of school (Horn & West, 19When parents are involved in their student's transition to high school, they tend to stay involved in their child's school experiences (Mac Iver, 1990); and when parents are involved in their child's high school experiences, students have higher achievement (Linver & Silverberg, 1997; Paulson, 1994), are better adjusted (Hartos & Power, 1997), and are less likely to drop out of school (Horn & West, 19when parents are involved in their child's high school experiences, students have higher achievement (Linver & Silverberg, 1997; Paulson, 1994), are better adjusted (Hartos & Power, 1997), and are less likely to drop out of school (Horn & West, 1992).

But when it came to the highest achievement quartile, if you like the students who have the greatest possibility of easily making it into university, there was a really stark difference between Indigenous and non-Indigenous students.

We found that high - achieving students benefit most from tough grading standards when they are placed in classrooms where the overall level of achievement is relatively low (see Figure 3).

He found that the most effective teachers were businesslike with a strong sense of task and direction for themselves and their students, had high expectations for their students» achievement, and redoubled efforts when failure was experienced, especially in low socioeconomic status (SES) environments.

Thus, when either high quality instructional leadership or high quality instruction does not occur, student achievement outcomes can be variable as a result.

When principals and teachers share leadership, teachers «working relationships with one another are stronger and student achievement is higher.

During our final year of helping students build college and career readiness, we found associated improvements in their academic - related perceptions, beliefs, and strategies; positive personal achievement and goal orientation; rising perceptions of college; improving trends in academic performance; and stronger perseverance in high school when compared to a control group.

On the other side of the coin, when implemented effectively, PLCs can lead to higher levels of student achievement across the board.

Real reform can only begin when we deepen the conversation of teacher and leader practice from a focus on evaluation checklists and labels to what is needed to affect change: time and resources to focus on what truly matters higher levels of student achievement.

When principals and teachers share leadership, teachers «working relationships are stronger and student achievement is higher.

«When students» educational needs can be met in innovative ways,» Wemp argues, «we will see higher student engagement, success and an overall increase in student achievement.»

While each district featured had its own way of organizing its work for making and sustaining improvements in instructional practice and student learning, each of them implemented a set of practices that, when used in an aligned and coherent manner, are associated with higher student achievement.

• More fulfilled and dedicated in and to their profession • They center teaching around the student • Willing to meet the needs of their students through new methods • Able to persist when things don't go as planned • Able to perceive their student's learning levels • More frequent in offering assistance to students with learning problems and to help them become more successful • Less likely to submit students with learning problems for special services • Able to set higher goals and expect more from students • Work longer with students who are falling behind • Able to teach students in such a way that the students outperform other classes • A predictor of success for students on the Iowa Test of Basic Skills, the Canadian Achievement Test, and the Ontario Assessment Instrument Pool (Trull, 2004)

When a teacher executes the strategies at high performance levels, student achievement increases.

But the renewal guidance focuses on making sure meaningful interventions are happening for students when needed, closing achievement gaps and intensifying the focus on accountability measures for all high - risk student groups.

When you look deeper into the data, you see that underserved students in high - performing schools still suffer from an achievement gap.

When teachers understand the needs of individual students and students are engaged in their own learning, the results are higher achievement for everyone.

Ensuring accountability by guaranteeing that when students fall behind, states redirect resources into what works to help them and their schools improve, with a particular focus on the very lowest performing schools, high schools with high dropout rates, and schools with achievement gaps.

This is important because the research found a link between professional community and higher student scores on standardized math tests.25 In short, the researchers say, «When principals and teachers share leadership, teachers» working relationships with one another are stronger and student achievement is higher.

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.

«Inequitable school funding means that my students, and many across Connecticut, are shortchanged when it comes to classroom resources and access to experienced teachers, which widens the achievement gap and perpetuates the cycle of poverty in our state,» said Margaret O'Connor, a tenth - grade civics teacher at Central High School in Bridgeport.

When the merger of two schools was creating discord among students, faculty, and parents, a principal came forward and suggested starting a new school that would foster harmony, diversity, democracy, high academic achievement, and active citizenry.

Economists using sophisticated statistical methods have found that students score higher on achievement tests when their teachers have opportunities to work with colleagues over a longer period of time and share their expertise with one another (Jackson & Bruegmann, 2009).