Sentences with phrase «much effect on achievement»

Not exact matches

His legacy of writings and the Faith movement remain a remarkable achievement for someone who never really held any academic posts but was, in his quiet way, a «charismatic» figure, much loved by many and whose thinking and unique apostolate had a profound effect, especially on the young.

Thus, reordering school priorities to focus on achievement - as Risk tried to do - was much more difficult with teachers and administrators who assumed their professional identities in an era when other priorities for schooling were in effect.

Because teachers were considering intangible factors, even when race, gender, family income, and academic achievement are the same, there was no way to isolate the effect of being held back, much less to make reasonable conclusions about the effects of retention on a student's academic achievement or the probability of his dropping out of high school.

Much evidence suggests that school decisions about curricula (e.g., textbooks, instructional software, and the corresponding pedagogy) can have comparatively large effects on student achievement.

But, unfortunately, evidence from both the United States and other countries shows that more school resources and smaller classes do not have much of an effect on how much a student learns in school, as measured by tests of achievement.

A large body of research confirms that family involvement in children's school experiences has a positive effect on children's attitudes toward school achievement, regardless of how much money parents have or how many years of school they completed.

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.

The aim of the study was to analyze as much research as possible to rank the practices that have the biggest effect on student achievement.

Much more scholarly work needs to be done to ascertain the long - term effects of exit examinations and merit - based college scholarships on student achievement and longer - term outcomes.

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.

Another important finding of this study was that, while prior effort did have an effect on current achievement — learning is cumulative, after all — the effect was much smaller than that of current effort.

Much of the debate over what constitutes appropriate reading instruction in schools is based on results of studies of reading instruction that by their nature are not designed to detect the effects of schoolwide mechanisms on reading achievement.

The biggest part of your leadership practices — say approximately 80 percent — will be so much less impactful that they will produce only 20 percent of your effect on learning and student achievement.

It is much harder to measure principal value - added because students don't change principals every year, and principals» effects on students are mostly indirect: principals affect student achievement through teachers.

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.

Much research has been conducted over the last four decades on school leadership's effect on student achievement.

Summer learning loss can have compounding effects on academic achievement — if a student is already struggling with learning to read, a summer setback can make it that much more difficult for the student to be reading to learn by fourth grade.

Much research has been done around the effects of non - cognitive skills on student achievement.

To sum up, a massive body of evidence says that reading and mathematics achievement have strong ties to underlying intellectual ability, that we do not know how to change intellectual ability after children reach school, and that the quality of schooling within the normal range of schools does not have much 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.

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.

Despite arguments that PBL focuses only on completing a project or takes too much time to implement, research indicates that the method shows a positive effect on student content knowledge and closing achievement gaps.

Moreover, principals account for fully one quarter of a school's effect on student achievement and a highly effective principal can increase student achievement by as much as 20 percentage points.

His Local Control Funding Formula (LCFF), which went into effect five years ago, provides more money to school districts with large numbers of poor and / or «English learner» students on the assumption that it will close the much - lamented «achievement gap» in learning.

Frequently, administration applicants spend too much time on perfecting the context of their accomplishments instead of refining the significant effect their achievements had on the school community and its students.

This study sheds much light on the actual effects of the No Child Left Behind Act despite speckled evidence that claim it helped improved student achievement over the last decade and a half.