Sentences with phrase «including effects on student achievement»

Not exact matches

Evidence on the achievement effects of desegregation by income is limited by both an absence of detailed information on family income (including indicators for severe poverty or high income) and the difficulty in separating the effects of students» own circumstances from the influences of peers.

One important goal included building leadership by identifying roles and styles required to improve the «instructional core»; considering beliefs, cultural changes, and education strategies to promote high student achievement; reflecting on the effects of race, class, and culture within the district.

According to an analysis of approximately 800 meta - analyses, including more than 52,000 studies and millions of students, teachers who study their own effects on student learning are highly effective in raising student achievement (Hattie, 2009).

By way of comparison, we can estimate the total effect a given teacher has on her students» achievement growth; that total effect includes the practices measured by the TES process along with everything else a teacher does.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

A meta - analysis (including 74 rigorous studies and over 56,000 K - 12 students) found that mathematics computer applications produce a small but positive effect on mathematics achievement, and, specifically, programs that supplement traditional math instruction with additional instruction at students» individualized assessed levels of need showed greater effects on math achievement.

A third study using a different approach and using data only on Texas schools finds mixed results in the first year of implementation including negative impacts on student achievement in elementary and middle school, and positive effects on high school graduation rates.

To be sure, statewide analyses can provide accurate estimates of the impact of school resources — but only if the analyst includes within the statistical model all the factors that affect student performance and, in the standard linear regression model generally favored by RAND, if these factors have a constant, additive effect on student achievement.

An Overview of Research on the Effectiveness of Retention on Student Achievement for New York City School Children This report examines the harmful effects of retention, including the blanket strategy of using a single test to determine if a student should be helStudent Achievement for New York City School Children This report examines the harmful effects of retention, including the blanket strategy of using a single test to determine if a student should be helstudent should be held back.

These studies echo several of the findings found in the NCTAF report, including evidence of the positive effects of STEM PLCs on deepening teacher knowledge of disciplinary content and pedagogy, influencing teacher classroom practice, and inconclusive evidence on the impact of STEM PLCs on student achievement.

The most controversial of them include what is known as value - added models1 that use data from standardized tests of students as part of the overall measure of the effect that a teacher has on student achievement.

The research evidence is clear that teachers have long - term effects on students» later well - being, including on their academic achievement, how far they go in school, and their wages once working.

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.

Promisingly, researchers have found that it is possible to orient students toward positive learning mindsets through low - cost interventions, including online programs that teach students about growth mindsets and purpose.29 According to Carol Dweck and her colleagues, ``... educational interventions and initiatives that target these psychological factors can have transformative effects on students» experience and achievement in school, improving core academic outcomes such as GPA and test scores months and even years later.»

Additionally, ESSA includes multiple funding streams that could be used by state and local policymakers to implement programs, build educator capacity, and support further research into students» learning mindsets and skills and their effect on student achievement.

Other areas of research interest include neighborhood and school effects on student academic achievement, chronic absenteeism, and summer learning loss.

When Congress passed the 1964 Civil Rights Act, it included a mandate for a nationwide study to assess the effects of inequality of educational opportunity on student achievement.

New research has identified teacher working conditions as having a greater effect on teacher turnover than most other factors, including student achievement and student characteristics.

This new WEAC Research Brief concludes that there is little evidence to substantiate the expansion of private voucher schools on the grounds that they are intended to help student achievement: «Research in Wisconsin and other states consistently shows little to no voucher school advantage, and in fact often documents significant ill - effects on students including: school closings, high rates of student attrition for lower - performing students, and decreased assessment scores in math and reading.»

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

To read more about student - teacher relationships — including their effects on a child's stress - response system, long - term mathematics achievement, and problem - solving speed — see my Parenting Science review of the research.

Analyses of findings from an earlier intensive child development program for low birth weight children and their parents (the Infant Health and Development Program) suggest that the cognitive effects for the children were mediated through the effects on parents, and the effects on parents accounted for between 20 and 50 % of the child effects.10 A recent analysis of the Chicago Child Parent Centers, an early education program with a parent support component, examined the factors responsible for the program's significant long - term effects on increasing rates of school completion and decreasing rates of juvenile arrest.11 The authors conducted analyses to test alternative hypotheses about the pathways from the short - term significant effects on children's educational achievement at the end of preschool to these long - term effects, including (a) that the cognitive and language stimulation children experienced in the centres led to a sustained cognitive advantage that produced the long - term effects on the students» behaviour; or (b) that the enhanced parenting practices, attitudes, expectations and involvement in children's education that occurred early in the program led to sustained changes in the home environments that made them more supportive of school achievement and behavioural norms, which in turn produced the long - term effects on the students» behaviour.