CTAC research 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.
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.
Not exact matches
To test the sensitivity
of our results to this methodological decision, we constructed a value - added indicator that
measures a teacher's contribution to
student achievement (accounting for a wide variety
of student and classroom characteristics that could affect
achievement independent of the teacher's ability).
The value - added
measures are designed to provide estimates
of the
independent effect
of the teacher on the growth in a
student's learning and to separate this from other influences on
achievement such as families, peers, and neighborhoods.
Eliminate the 25:1
student - to - teacher ratio for virtual charter schools — a
measure based on no convincing empirical evidence that it raises
student achievement — and take virtual charters out
of the category
of independent study.
Student achievement is
measured by test results, which can be
independent of standards (think arbitrary proficiency rates, score normalizing, tests not aligned with standards, etc).
This was the first scientific study
of its kind in the US, and it sought to answer if merit pay alone,
independent of other resources and support, increased
student achievement as
measured by test scores.