Fifty years of research have established that these out - of - school influences account for the majority
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?
Thus variation in class size may be simply the result, rather than the cause,
of differences 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.
We know from research that two bad teachers in a row can make a whole lifetime
of difference 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 s
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 s
students 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.