Self - feedback, positive, personal evaluation (praise), usually has
a low effect on student achievement.
Not exact matches
Likewise, homeschooling seems to mitigate the negative
effects of
low levels of parents» education
on student achievement — a finding that's especially intriguing since these parents are the educators — as well as the negative
effects of family socioeconomic variables and race displayed in public schools.
These studies show, consistently, that parental schools of choice not controlled by public school districts 1) are usually prohibited by law from screening out
students based
on admission exams, 2) use ability tracking less frequently than traditional public schools even when, legally, they can, and 3) may use ability tracking, but when they do, it is less likely to have a negative
effect on the
achievement of
low - track
students.
Burris combines reviews of academic studies, as well as personal anecdotes from her own experience as an educator, to argue that ability tracking has a negative
effect on the educational
achievement of «
low track»
students while also undermining social cohesion.
That suggests that any estimates of the
effect of teacher gender
on girls» math
achievement may well be biased by the fact that women are more likely to be assigned to
lower - performing math
students.
On the third page of the study, the authors write: «Negative voucher
effects are not explained by the quality of public fallback options for LSP applicants:
achievement levels at public schools attended by
students lotteried out of the program are below the Louisiana average and comparable to scores in
low - performing districts like New Orleans.»
Recalling that black
students have the
lowest scores
on both the reading and math tests, one can see that these results can be interpreted as the
effects of peer
achievement.
Likewise, I found that a rising share of Hispanics has a positive
effect on certain Hispanic
students» scores, which could not be an
effect of average peer
achievement since raising the Hispanic share
lowers average peer
achievement.
Still, its detractors argue that the law has had unfortunate side
effects: too much time spent teaching to narrow tests, schools focused
on boosting the scores of
students who are just below the proficiency threshold, and some states
lowering their standards to reduce the number of schools missing their
achievement targets.
What is clear, however, is that both Catholic schools and voucher programs for
low - income families show stronger
effects on students» educational attainment than
on their
achievement as measured by standardized tests.
(Although TFA corps members»
effect on students» reading scores is not as great, the payoff to experience is also considerably
lower in reading
achievement.)
Online and digital tools, for example, rank very
low on his list of 195 Influences And
Effect Sized Related to
Student Achievement.
Finance reforms reduced
achievement gaps between high - and
low - income school districts but did not have detectable
effects on resource or
achievement gaps between high - and
low - income
students.
Further, he notes, «the
effects of private - school - choice programs
on educational attainment — how far an individual goes in school — are both larger and more consistent than their
achievement effects,» with programs narrowly targeted to
low - income, urban
students proving to be the most effective.
The strategy is becoming all too clear — ignore poverty, blame the
effects of poverty
on teachers, maintain the public perception of failing teachers and schools with an A-F formula that is designed to rank order
students so that the bottom 33 percent will always exist (no matter how much
achievement gains are made), use it to designate teachers and schools with
low grades, then create a red herring for an impatient public by offering a placebo known as charter schools and school choice to appease them.
Researchers examined the
effects of Readers Theater (performance reading)
on the reading
achievement and motivation of struggling eight grade
students in a
low socioeconomic neighborhood in a large metropolitan area in south Texas.
Promisingly, researchers have found that it is possible to orient
students toward positive learning mindsets through
low - cost interventions, including online programs that teach
students about growth mindsets and purpose.29 According to Carol Dweck and her colleagues, ``... educational interventions and initiatives that target these psychological factors can have transformative
effects on students» experience and
achievement in school, improving core academic outcomes such as GPA and test scores months and even years later.»
A study that assessed the enduring
effects of the Seattle Social Development Project — another elementary school program —
on former participants at age 18 found
lower rates of violent behavior, heavy drinking, and sexual activity, as well as higher academic motivation and
achievement, for program participants relative to comparison group
students (Hawkins, Catalano, Kosterman, Abbot, & Hill, 1999).
Small differences in the estimated
effects of teachers
on their
students»
achievement can appear to be much larger, because most teachers are about equally successful with the assortment of
students they teach in a given year, regardless of whether those
students begin the year as
low - achievers or high - achievers.
This meta - analysis synthesizes the research
on the
effects of interventions designed to improve mathematics
achievement of
students considered
low achieving or at risk for failure.
When
students are grouped and one teacher gets the
lowest performing
students, another gets the gifted
students, and so
on, there is no positive impact
on student achievement (even with the highest group the
effect size is minimal).
Teachers are the most important in - school factor for
student achievement.97 Indeed, research estimates that teachers have two to three times the
effect of any other school factor, such as school services and leadership,
on student academic performance.98 An oft - cited study underscores the scope of this
effect, finding that
students with three consecutive high - performing teachers scored approximately 50 percentile points higher than
students placed with three consecutive
low - performing teachers.99
High school graduation rates are at an all - time high at over 80 percent (see Chapter 1:
Student Achievement).7 8 9 Research on NCLB's accountability provisions has shown modest effects on school performance, particularly in schools seeking to avoid a first year of missing AYP or in schools facing the severest penalties.10 Despite this progress, however, high school test scores are flat, achievement gaps persist, and many low - performing schools are not
Achievement).7 8 9 Research
on NCLB's accountability provisions has shown modest
effects on school performance, particularly in schools seeking to avoid a first year of missing AYP or in schools facing the severest penalties.10 Despite this progress, however, high school test scores are flat,
achievement gaps persist, and many low - performing schools are not
achievement gaps persist, and many
low - performing schools are not improving.
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.»
However, evidence is emerging that shows that arts education can have powerful
effects on student achievement, with the greatest gains for
students in the
lowest socioeconomic status quartile, those most at risk of academic failure.
Rather, its negative
effects on achievement occurred by way of
lowering students» academic motivation.
Analyses of findings from an earlier intensive child development program for
low birth weight children and their parents (the Infant Health and Development Program) suggest that the cognitive
effects for the children were mediated through the
effects on parents, and the
effects on parents accounted for between 20 and 50 % of the child
effects.10 A recent analysis of the Chicago Child Parent Centers, an early education program with a parent support component, examined the factors responsible for the program's significant long - term
effects on increasing rates of school completion and decreasing rates of juvenile arrest.11 The authors conducted analyses to test alternative hypotheses about the pathways from the short - term significant
effects on children's educational
achievement at the end of preschool to these long - term
effects, including (a) that the cognitive and language stimulation children experienced in the centres led to a sustained cognitive advantage that produced the long - term
effects on the
students» behaviour; or (b) that the enhanced parenting practices, attitudes, expectations and involvement in children's education that occurred early in the program led to sustained changes in the home environments that made them more supportive of school
achievement and behavioural norms, which in turn produced the long - term
effects on the
students» behaviour.