Sentences with phrase «of difference in student achievement»

We know from research that two bad teachers in a row can make a whole lifetime of difference in student achievement.

Beginning with the now - famous evidence reported by Coleman and his colleagues (1966), study after study suggests that socioeconomic status (SES) of families explains more than half of the difference in student achievement across schools; it is also highly related to violence, dropping out of school, entry to postsecondary education and levels of both adult employment and income.

Thus variation in class size may be simply the result, rather than the cause, of differences in student achievement.

If you were to design a comparative study of differences in student achievement between school environments that use annual standardized tests and those that do not, what measures of achievement or other outcomes would you examine to reveal differences, and why?

Fifty years of research have established that these out - of - school influences account for the majority of differences in student achievement.

Not exact matches

Good schools can, of course, make a difference in student achievement just by being good.

«This study supports a growing body of work demonstrating that teaching students a contextual understanding of difference — i.e., recognizing that people's differences come from participating in and adapting to diverse sociocultural contexts — can be leveraged to foster student success and close achievement gaps,» summarizes Hamedani.

«The economic, social, and academic backgrounds of the students who attend segregated schools could be the cause of differences in achievement — and not aspects of the segregated settings themselves,» said Kainz.

He found that the money did not make much of a difference in the academic achievement of the students most likely to be affected.

The landmark 1966 Coleman Report highlighted the importance of peer environment along a number of dimensions, but work by Caroline Hoxby and Gretchen Weingarth in 2006 suggests that the share of poor students has only a modest effect on achievement once differences in the prior achievement of students have been accounted for.

The OECD's Programme for International Student Assessment (PISA) shows that some countries have been successful both in lifting overall levels of achievement and in reducing differences related to socioeconomic background.

One of the things we found in the report was that having some basic literacy before school made a huge difference to students» achievement in school.

Consistent with the Wisconsin evidence, parallel studies in Colorado and Maryland found that weather - related differences in the number of days students had spent in school when they were tested had noticeable effects on their achievement.

«As researchers, we must unpack all of the differences between these groups in order to really understand the dynamics that give rise to student achievement.»

This is a summary of Gender and sex differences in student participation, achievement and engagement in mathematics by Dr Sarah Buckey, the first in a series of papers, Changing minds: Discussions in neuroscience, psychology and research, published by the Centre for Science of Learning @ ACER.

While small, there was a significant difference in science achievement internationally at Year 4 in favour of female students.

While «having high state standards makes a big difference to underprivileged people,» as Christopher Cerf put it, common standards might be set too low and so, contrary to what the PEPG report showed, may not serve to raise standards of achievement when U.S. students are compared to their peers in high - achieving countries.

What is most hopeful, however, is that Shober and Hartney were able to find out if those capacities — or lack of them — made a difference in student achievement.

We may not all agree on which reforms have been proven effective, but we could all agree that at least some of these reforms, perhaps used in combination, could make a large difference in the academic achievement of low - income and minority students.

His most recent book, School Accountability, Autonomy and Choice around the World, considers sources of international differences in student achievement.

The study — conducted by William L. Sanders, the statistician who pioneered the concept of «value - added» analysis of teaching effectiveness — found that there was basically no difference in the achievement levels of students whose teachers earned the prestigious NBPTS credential, those who tried but failed to earn it, those who never tried to get the certification, or those who earned it after the student...

Because the studies use data from a single school year to contrast students in middle schools and K — 8 schools, most of the available research can not reject the possibility that differences between the groups of students, rather than in the grade configuration of their schools, are actually responsible for the differences in behavior and achievement.

We report those differences, in standard deviations of student achievement in math and reading, for the 3rd through 8th grades.

If students do sort themselves into middle schools because of some unobserved characteristic that causes changes in academic achievement over time, we would incorrectly attribute differences in achievement to the middle schools instead of to characteristics of the students themselves.

Evaluations of any educational technology program often confront a number of methodological problems, including the need for measures other than standardized achievement tests, differences among students in the opportunity to learn, and differences in starting points and program implementation.

We also adjusted the data to account for changes in state spending on education and for parents» educational levels, which provides controls for simultaneous changes in state policies or differences in demographics that might confound the analysis of how accountability systems influenced student achievement.

These patterns suggest that the positive effects of charter school attendance on educational attainment are not due solely to measured differences in the achievement of students in charter and traditional public high schools.

Third, the Common Core won't make any difference in student achievement — but may cause a politically - unacceptable level of student failure.

The difference in the rate of achievement growth between students enrolled in charter schools and students in traditional public schools is substantial.

We compared a principal's assessment of how effective a teacher is at raising student reading or math achievement, one of the specific items principals were asked about, with that teacher's actual ability to do so as measured by their value added, the difference in student achievement that we can attribute to the teacher.

In our work with public school educators seeking to close the achievement gap for disadvantaged students, we have confronted this question often and have come to believe that the critical difference between schools that excel and schools that do not is the quality of execution.

Despite the differences, the cohort mates were able to find common research interests, which ranged from examining achievement of minority students to teacher retention at Malden to challenges in the English as a Second Language program.

But since the report's publication, scholars have developed more precise data on teacher effectiveness, and, by probing at differences in teacher quality within schools, have found very large impacts of teacher quality on student achievement.

Only after these background factors are fully accounted for is the second step taken — a look at the characteristics of the schools that make the biggest difference in determining the variation in student achievement.

Still, there are readily discernible differences in mastery of specific skills within that 90 percent, and those differences in skills predict differences in student achievement.

The ubiquity of «satisfactory» ratings stands in contrast to a rapidly growing body of research that examines differences in teachers» effectiveness at raising student achievement.

But OECD's latest PISA survey found that Australia is the only country where differences in learning mathematics between advantaged and disadvantaged students are large, while the strength of the relationship between students» achievement in school and their family background is weaker than average.

Since this exercise compares each teacher only to his own prior performance, we can be more confident that it is differences in the use of the TES practices themselves that promote student achievement growth, not just the teachers who employ these strategies.

We restrict our comparisons to teachers and students within the same schools in order to eliminate any potential influence of differences between schools on both TES ratings and student achievement.

He said equity in the Australian school system is above the OECD average, but OECD's latest PISA survey found that Australia is the only country where differences in learning mathematics between advantaged and disadvantaged students are large, while the strength of the relationship between students» achievement in school and their family background is weaker than average.

Students with a growth mindset present a higher increase in achievement at higher grades, a difference that may be due to actual differences or to differences in the accuracy of reporting for older students relative to younger sStudents with a growth mindset present a higher increase in achievement at higher grades, a difference that may be due to actual differences or to differences in the accuracy of reporting for older students relative to younger sstudents relative to younger studentsstudents.

We now have hard evidence that states have exacerbated differences in the achievement of disadvantaged students, with the guidance of ESEA.

While the differences in incoming achievement are not dramatic, they certainly do not support the theory that charter schools drain regular public schools of their best, most - advantaged students.

Although comparable measures of the rate of student learning are not available for Chile, researchers studying the Chilean school system typically consider a difference in student achievement of 10 percent of one standard deviation to be a small to moderate effect.

We found that about half of the difference in student outcomes in schools slated for closure and the broader sample of schools can be explained by differences in incoming students» demographic characteristics, absenteeism, and achievement in middle school.

Compound these examples of diversity with differences in prior achievement, confidence, identity, and aspirations, and you're left with what most teachers face every day: 30 students who need and want different things, and 42 minutes to make something special happen.

With one exception (immigrants benefited less than native - born students from a performance pay regime), I found only small differences in the impact of performance pay on the math achievement of subgroups in the population.

There's no reason to believe that the absence of high school sports explains the difference between student achievement in the US and countries like Finland and South Korea.

Preliminary Evidence from California's CORE Districts Brookings, 3/17/16 «A growing body of evidence confirms that student skills not directly captured by tests of academic achievement and ability predict a broad range of academic and life outcomes, even when taking into account differences in cognitive skills,» writes Associate Professor Martin West.

The Education Next research article «Stuck in the Middle,» featured in the Fall 2010 issue of Education Next, finds that the steep drop - off in middle - school students» academic achievement may be linked to the larger number of students in each grade level but can not be explained by differences in per - pupil spending or class size, which were similar in middle and K - 8 schools.