Sentences with phrase «little effect on achievement»

Not exact matches

Magnet schools appear to have little effect on academic achievement, preliminary findings from a new study suggest.

The number of years that K - 3 pupils spend in classes with fewer children seems to have little effect on their academic achievement, a study suggests.

Semiparametric lower bound estimates of the variance in teacher quality based entirely on within - school heterogeneity indicate that teachers have powerful effects on reading and mathematics achievement, though little of the variation in teacher quality is explained by observable characteristics such as education or experience.

A Little Rock, Arkansas, performance - pay program lasted only three years and was not renewed by the local school board, despite evidence of positive effects on student achievement in math, reading, and language.

Given that the median retiring teacher had 27 years of experience and was replaced by a teacher with less than three years of experience, the fact that these retirements had little effect on student achievement is puzzling.

And WWC found in 2007 that expensively touted math texts and test - preparation software had little effect on student outcomes: textbook superpower Houghton Mifflin's elementary mathematics curriculum, for instance, was «found to have no discernible effects on... achievement.»

For several years now, Brookings Institution scholar Tom Loveless has examined National Assessment of Educational Progress (NAEP) scores and argued patiently that Common Core will have little to no effect on student achievement.

However, research to date finds little evidence of a strong positive effect of teachers» pay on student achievement.

Taking all these results together, one implication stands out above all: That schools bring little influence to bear on a child's achievement that is independent of his background and general social context; and that this very lack of an independent effect means that the inequalities imposed on children by their home, neighborhood, and peer environment are carried along to become the inequalities with which they confront adult life at the end of school.

We know for a fact that balanced literacy has had little effect on closing stubborn achievement gaps separating black and Hispanic students from their white and Asian peers.

We know for a fact that «balanced literacy» has had little effect on closing stubborn achievement gaps.

This included: attendance levels (studies show a positive relationship between participation in sports and school attendance); behaviour (research concludes that even a little organised physical activity, either inside or outside the classroom, has a positive effect on classroom behaviour, especially amongst the most disruptive pupils); cognitive function (several studies report a positive relationship between physical activity and cognition, concentration, attention span and perceptual skills); mental health (studies indicate positive impacts of physical activity on mood, well - being, anxiety and depression, as well as on children's self - esteem and confidence); and attainment (a number of well - controlled studies conclude that academic achievement is maintained or enhanced by increased physical activity).

Indeed, the social scientists» brief rather cautiously claims the existence of any benefit at all, describing the «positive impact» as «modest,» id., at 13, acknowledging that «there appears to be little or no effect on math scores,» id., at 14, and admitting that the «underlying reasons for these gains in achievement are not entirely clear,» id., at 15.11

One study, by Tom Loveless of the Brookings Institution, predicted that the standards would have little or no effect on academic achievement; he noted that «from 2003 to 2009, states with terrific standards raised their National Assessment of Educational Progress scores by roughly the same margin as states with awful ones.»

(As Matt Chingos pointed out in a 2011 report for the Center for American Progress, the «enormously popular» and enormously expensive CSR programs have produced «surprisingly little high - quality research... on the effects of class size on student achievement.»)

The press release at least mentioned the study's finding that «having a higher percentage of teachers with master's degrees and extensive teaching experience appears to have comparatively little effect on student achievement across states.

CAMBRIDGE, MA — While it is widely believed that good school principals have a positive impact on student achievement, there has been little systematic research to date on the effect of strong school leadership.

Just a little incremental change every year on the part of the teacher, over time, you know, would have this cumulative effect on student achievement where you'd say that, «Hey, in this district, in this school, we know that our teachers are getting better every year.

Suggested individual or study team activity: Research conducted by Wiliam (2010), Amrein & Berliner (2002), and Cizek (2005) has found that use of accountability tests has little effect on student achievement.

We therefore use a variety of fixed effects approaches to estimate the link between student achievement and these three forms of being to new one's job assignment — new to teaching, new to school, or new to position within the same school — with a particular focus on the latter given that so many teachers experience within - school reassignments and we know so little about how students are affected by it.

While there exists some quasi-experimental literature on the effects for student achievement of being new to the profession (e.g., Rockoff, 2004) or to a school (Hanushek & Rivkin, 2010), to date there is little evidence about how much within - school churn typically happens and how it affects students.

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.

The truth is that NCLB has failed to prevent millions from falling behind, and has had very little impact on closing the achievement gap; instead, its main effect has been to instigate ever - increasing emphasis on standardized test scores and superficial, formulaic essay writing.

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The National Research Councilconcluded that test - based accountability under the No Child Left Behind Law (NCLB) had «zero to little effect» on achievement.

The National Research Council determined that 10 years of No Child Left Behind test - based accountability has had zero to little effect on student achievement.

Many have written about the nature of programs in teacher education: too varied, too theoretical, too much reliance on craft knowledge rather than based on elements of research, too little research on the effects of teacher preparation programs, a lack of attention to determining their effects on student achievement, and so on.

To the contrary, consider the following statement from the Brookings Institution: «The empirical evidence suggests that the Common Core will have little effect on American students» achievement.

It turns out that the quality of state standards is not related to past gains in student achievement, the levels at which states set past proficiency standards did not make a difference in achievement, and standards have little effect on the variation on National Assessment of Educational Progress (NAEP) scores both within and among states.

«On the basis of past experience with standards, the most reasonable prediction is that the common core will have little to no effect on student achievement,» Tom Loveless of the Brookings Institute predicts based on his analysis of America's past experiences with standardOn the basis of past experience with standards, the most reasonable prediction is that the common core will have little to no effect on student achievement,» Tom Loveless of the Brookings Institute predicts based on his analysis of America's past experiences with standardon student achievement,» Tom Loveless of the Brookings Institute predicts based on his analysis of America's past experiences with standardon his analysis of America's past experiences with standards.

Although many teachers have enthusiastically adopted interactive whiteboards, little research is available on their effect on student achievement.

The gains at the high school level were «particularly noteworthy, as there is little systematic evidence that any of the many high school reforms attempted to date have had a positive effect on student achievement.»

A look at the effect of the Little Rock program on participating schools shows how a well - constructed plan can capitalize on the potential of merit pay to enhance student achievement.

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.»

Thus, despite several decades of research, there is little consensus on whether childhood television viewing has beneficial, harmful, or negligible effects on educational achievement.10 This uncertainty is at least partly due to a lack of long - term follow - up data, particularly for school - age children.

Medication compliance has generally been shown to be poor the longer a child is on a medication, and medication alone will likely have little effect on academic achievement, family problems or problems with relationships with their friends.