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.
The results suggest that using multiple measures of value - added to specialize teachers by subject could produce small
average increases in student achievement, and larger increases for some students.
For example, both the Common Core State Standards effort and the move toward rigorous teacher evaluations could lead to
dramatic increases in student achievement, if implemented faithfully by states and school districts.
Authorizers must also place
increases in student achievement for all subgroups as the most important factor when determining whether to renew or revoke a school's charter - that includes the progress of economically disadvantaged students, students from major racial and ethnic groups, students with disabilities, and students with limited English proficiency.
The results point to
increases in student achievement from teacher retirement that are, if anything, larger for disadvantaged schools — the opposite of what we might have expected (see Figure 3).
One way in which NCATE attempts to demonstrate its effectiveness is by citing the fact that the three states that required NCATE accreditation for all schools of education during the 1980s — Arkansas, North Carolina, and West Virginia — experienced greater than average
increases in student achievement on the NAEP assessments during the 1990s.
Because of the many studies that
show increases in student achievement when parents and other caregivers actively participate in their children's education, schools are making a concerted effort to encourage greater family involvement (Delors, 1996; Ramirez, 1999; Wentworth, 2006).
Authorizers must also
place increases in student achievement for all subgroups as the most important factor when determining whether to renew or revoke a school's charter - including the progress of economically disadvantaged students, students from major racial and ethnic groups, students with disabilities, and students with limited English proficiency.
With state funding increases to schools over the past two years coinciding with marked
increases in student achievement among students of color in such high - needs cities as Buffalo, Syracuse, Rochester and New York City, Geri Palast of the Campaign for Fiscal Equity argued that «without sustained investment, further progress is impossible.»
As an example of the limitation of this measure, note that the United States is coded as a country where teacher salaries can be adjusted for outstanding performance in teaching on the grounds that salary adjustments are possible for achieving the National Board for Professional Teaching Standards certification or for
increases in student achievement test scores.
After five years with their chosen evaluation system, many districts are looking for new options that exceed Kansas state requirements, that have a history of results, and that feature classroom research
indicating increases in student achievement.
A new study finds that teachers who were given access to a set of «inquiry - based» lesson plans and online support on how to use the lesson plans
saw increases in student achievement.
The key to
dramatic increases in student achievement and lowering of the achievement gap in a PBL - T school is rigorous standards - based curriculum learned via 100 % project - based earning infused with technology.
With the dramatic increase in science instruction, the substantial
increases in student achievement in science (vs. demographically similar comparison students) anticipated by the researchers were found.
A review published by the US National Research Council concluded that the international evidence was «not encouraging about the ability of incentive programs to reliably produce
meaningful increases in student achievement» [2].
The researchers in this study maintain that, ``... programs without an academic component can nevertheless
demonstrate increases in student achievement, whereas many programs focused on achievement fail to do so» (David 85).
By 2007,... «despite additional per - pupil resources,» privately managed schools like Edison's «did not produce
average increases in student achievement that were any larger than those seen in the rest of the district,» while «district - managed restructured schools outpaced the gains of the rest of the district in math.»
The school serves 514 students in grades kindergarten through 5 and is a Celebration school, the designation given by the Minnesota Department of Education to schools to
recognize increases in student achievement.
Phrases with «increase in student achievement»