Sentences with phrase «large gains in achievement»

The report shows that the charter network has positive effects on students» academic success in math and reading, and that elementary and middle schools in particular show large gains in achievement.

Such low scores indicate that the majority of students will have to make large gains in achievement before they are able to pass the test.

The general pattern among them is that programs producing large gains in achievement test outcomes are producing little or no increase in educational attainment.

Not exact matches

The individual studies of the privately funded K — 12 scholarship programs in the District of Columbia and Dayton reported overall achievement gains only for the large subgroup of African American students in the program.

In a 2001 report [download PDF (212 KB)-RSB- prepared for the Center for the Study of Teaching and Policy, authors Suzanne M. Wilson, Linda Darling - Hammond, and Barnett Berry credit the Education Enhancement Act for Connecticut's «large, steady gains in student achievement and plentiful supply of well - qualified teachers.&raquIn a 2001 report [download PDF (212 KB)-RSB- prepared for the Center for the Study of Teaching and Policy, authors Suzanne M. Wilson, Linda Darling - Hammond, and Barnett Berry credit the Education Enhancement Act for Connecticut's «large, steady gains in student achievement and plentiful supply of well - qualified teachers.&raquin student achievement and plentiful supply of well - qualified teachers.»

We find that the accountability provisions of NCLB generated large and statistically significant increases in the math achievement of 4th graders and that these gains were concentrated among African American and Hispanic students and among students who were eligible for subsidized lunch.

By far the largest and most comprehensive study on this topic ever conducted, «THE ARTS AND ACADEMIC ACHIEVEMENT: WHAT THE EVIDENCE SHOWS,» confirms claims that listening to music temporarily enhances spatial skills (the controversial «Mozart Effect»), as well as claims that children who study music gain skill in spatial reasoning.

Estimates of teacher effects on achievement gains are similar in magnitude to those of previous econometric studies, but the authors found larger effects on mathematics achievement than on reading achievement, and in low socioeconomic status (SES) schools than in high SES schools.

And, finally, do students who attend traditional public schools subject to competition from charter schools make larger achievement gains than they would have in the absence of charter schools?

Sarah Cordes of Temple University shows that elementary schools in New York City see a notable uptick in student achievement, attendance, and grade completion when a charter school opens nearby — and that these gains are largest when the schools are «co-located» in the same facility.

In fact, principals are quite good at identifying those teachers who produce the largest and smallest standardized achievement gains in their schools (the top and bottom 10 — 20 percentIn fact, principals are quite good at identifying those teachers who produce the largest and smallest standardized achievement gains in their schools (the top and bottom 10 — 20 percentin their schools (the top and bottom 10 — 20 percent).

We address three main questions: Do students attending charter schools in these grades make larger or smaller gains in achievement than they would have made in traditional public schools?

The gains are large when compared to other possible policy interventions, such as the effects of attending a school with higher average achievement levels or enrolling in a charter school.

If children receive effective instruction early and intensively, they can make large gains in general academic achievement.

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.

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 colleagueIn 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 colleaguein their school produce larger gains in student achievement than their same - school colleaguein student achievement than their same - school colleagues.

Both showed significant gains in achievement for students in smaller classes, with larger gains among minority and disadvantaged students.

Results indicated that those students in the small class made greater gains in reading achievement compared to those in the larger class.»

Instead, schools should work to keep those teachers who are producing large gains in student achievement and remove those who are not producing gains.

Moreover, the reason for a school's failure to win an award was often not that African - American and Latino students were lagging behind, but that white non-Hispanic students experienced slower growth in achievement: the average school with multiple racial subgroups witnessed larger gains for African - American and Latino students than for white students.

In some cases, score gains have been three to six times as large as real gains in achievemenIn some cases, score gains have been three to six times as large as real gains in achievemenin achievement.

Black students in particular demonstrate large relative gains in math achievement prior to entering a middle school but then suffer larger drops both at and following the transition.»

This relationship suggests that Cincinnati's evaluation program provides feedback on teaching skills that are associated with larger gains in student achievement.

However, I would caution that we should not expect large gains in student achievement from universal pre-K.

Schools can win a Blue Ribbon award without demonstrating high levels of reading and math achievement or attaining large gains in these subjects.

Charter critics have argued that large achievement gains at No Excuses charter schools are driven in part by efforts to encourage weaker or less committed students to leave.

The results illustrated in the graph suggest that family support in the form of putting more money in the pockets of low - income parents produces substantially larger gains in children's school achievement per dollar of expenditure than a year of preschool, participation in Head Start, or class size reduction in the early grades.

This is consistent with the notion that the apparent achievement gains associated with having a black teacher reflect in part the relatively low quality of white teachers who work in more disadvantaged schools and in schools with large populations of African - American students.

In other words, NAEP has been identifying gains that are somewhere between two and three times as large as those recorded by two respected international testing agencies that do not have a political stake in showing rising levels of student achievement in any particular countrIn other words, NAEP has been identifying gains that are somewhere between two and three times as large as those recorded by two respected international testing agencies that do not have a political stake in showing rising levels of student achievement in any particular countrin showing rising levels of student achievement in any particular countrin any particular country.

Students in schools run by the largest management company, Edison Schools, have, on average, posted meaningful achievement gains in every year those schools have been open.

In their special strategies study, Stringfield et al. (1997) found that reform programs that focused on the primary grades had larger achievement gains in reading than schools that spread their efforts out across the elementary grades or into the secondary gradeIn their special strategies study, Stringfield et al. (1997) found that reform programs that focused on the primary grades had larger achievement gains in reading than schools that spread their efforts out across the elementary grades or into the secondary gradein reading than schools that spread their efforts out across the elementary grades or into the secondary grades.

In each of the four subjects studied, KIPP schools produced achievement gains large enough to have a substantial impact on student outcomes:

Montera's Academic Performance Index — the state's primary metric for evaluating student achievement — had increased by 94 points in the previous three years, with the largest gain coming from black students.

As Angirst, et al, Dobbie and Fryer, and Tuttle, et al show, a bunch of charter schools with large achievement test gains, including Boston «no - excuses» schools, Harlem Promise Academy, and KIPP, have produced little or nothing in terms of high school graduation and college - attendance rates.

For example, several studies of School Improvement Grants (SIG) suggest the largest student achievement gains were made in sites adopting the «turnaround» model, which prescribed the most intensive practices with regard to replacing staff (Dee, 2012; Dragoset et al., 2017).

«In some cases, these charter schools have quite large effects, such that attending one for three years produce test - score gains that are equivalent to the size of the U.S. black - white achievement gap,» said Sarah Cohodes, an assistant professor of education and public policy at Columbia University in a publication from Princeton University and the Brookings InstitutIn some cases, these charter schools have quite large effects, such that attending one for three years produce test - score gains that are equivalent to the size of the U.S. black - white achievement gap,» said Sarah Cohodes, an assistant professor of education and public policy at Columbia University in a publication from Princeton University and the Brookings Institutin a publication from Princeton University and the Brookings Institute.

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.

Tennessee has had some of the country's largest student achievement gains on national tests in recent years.

A. Even though they have been shown to produce the largest gains in student achievement, few states have invested in assessments that use student portfolios or more involved projects, beyond simplistic multiple - choice exams.

Innovation Zones are typically used when rapid, dramatic improvements in student learning are needed to close achievement gaps and prior efforts within districts have not led to large enough student learning gains.

ERA's answer to this question is unequivocal: the reforms resulted in large student achievement gains of 8 - 15 percentiles.

Whether using the tools to provide one - on - one assistance or planned professional development for small and large groups, the result will be the same: significant gains in student achievement.»

Though most practitioners would argue that little harm is done to the student who receives an intervention that was not absolutely necessary, a recent meta - analysis of research on reading interventions for students in grades K — 3 indicates that moderate to large gains in reading achievement were achieved when teacher - to - student ratios were no more than 1:5, and most interventions used groupings of 1:1 or 1:3 (Scammacca, Vaughn, Roberts, Wanzek & Torgesen, 2007).

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.»

A study by the RAND Corporation and Research for Action found that «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 Northeast Charter Schools Network today commended and congratulated the state's charter schools for making the largest gains in student achievement on state exams in both Math and English Language...

Albany, NY — The Northeast Charter Schools Network today commended and congratulated the state's charter schools for making the largest gains in student achievement on state exams in both Math and English Language Arts (ELA).

One of the biggest changes in achievement gaps between 1971 and 2012 is a 27 - point narrowing between the average reading scores of black and white 17 - year - old students.The report's data indicate that such race - based gaps have narrowed because black and Hispanic students have made larger gains than their white peers.

The Northeast Charter Schools Network today commended and congratulated the state's charter schools for making the largest gains in student achievement on state exams in both Math and English Language Arts (ELA).

Studies have also found that principals who received rigorous leadership training programs and support experienced larger gains in student achievement than principals who did not participate in the programs.