Sentences with phrase «large gains in student achievement»

«Good teachers are ones who get large gains in student achievement for their classes; bad teachers are just the opposite,» explained Hanushek, who said he uses a simple definition of teacher quality.

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

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

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 colleagues.

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

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.

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).

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.

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.

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.

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?

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.

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.»

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.

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.»

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.

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.

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 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.

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).

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.

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.»

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.

Edison's annual reports have repeatedly indicated that students enrolled in the firm's schools are making large and substantial achievement gains.

The study found that students who attended schools led by New Leaders principals experienced slightly larger achievement gains on average than did similar students in schools led by non-New Leaders principals.131 While these results are promising, more research and data collection on both new and existing programs is needed to inform policy efforts to improve principal preparation.

Yet given these limitations, the results were striking: even when analyzing the achievement of third graders who had the benefits of a smaller class for only one year, as compared to those who were in large classes, the gains were substantial, especially for disadvantaged students in inner - city schools.

In Hillsborough, which includes Tampa and is the nation's eighth largest school district, she successfully implemented higher learning standards, partnered with teachers to develop a comprehensive evaluation system, and earned national recognition for gains in student achievemenIn Hillsborough, which includes Tampa and is the nation's eighth largest school district, she successfully implemented higher learning standards, partnered with teachers to develop a comprehensive evaluation system, and earned national recognition for gains in student achievemenin student 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.

Teachers with previously low levels of student achievement showed larger gains in performance.