Sentences with phrase «of higher levels of student achievement»

Drawing on his previous work on the impact on U.S. Gross Domestic Product (GDP) of higher levels of student achievement, Hanushek explains that an NCLB impact of $ 14 trillion over 80 years is «very close to the current $ 15 trillion level of our entire (annual) GDP.»

Along with University of Munich professor Ludger Woessmann, I have estimated the impact on U.S. Gross Domestic Product (GDP) of higher levels of student achievement.

Not exact matches

Their enthusiasm and consistent benchmark of excellence has resulted in countless student - athletes reaching the highest level of individual athletic achievement, while establishing a critical foundation for personal life - long success through sport.

National studies show that students who eat school breakfast are more likely to: reach higher levels of math achievement; score higher on tests; have better concentration, memory and alertness, improved attendance, behavior, and academic performance; and maintain a healthy weight

Test - based incentive programs, as designed and implemented in the programs that have been carefully studied, have not increased student achievement enough to bring the United States close to the levels of the highest achieving countries.

Stay tuned to the grant winners: Academy 21 at Franklin Central Supervisory Union in Vermont, which is focused on a high - need, predominantly rural community; Cornerstone Charter Schools in Michigan, which seeks to prepare Detroit students for college and health - focused careers; Da Vinci Schools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning approach; Education Achievement Authority in Michigan, which, as part of the statewide turnaround authority is trying to create a student - centric system for students in Detroit; Match Education in Massachusetts, which already operates high - performing schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadership.

Students were protecting themselves from extra work by ostracizing high achievers, «constraining the fast minority,» and holding down the achievements of those who were above average, «so that the school's demands will be at a level easily maintained by the majority.»

According to the American Psychological Association, students with a more positive and connected relationship with their teachers will attain higher levels of achievement than those students with more conflict in their relationships.

Despite the united front of opposition, with studies like Carol Klein's 2006 Virtual Charter Schools and Home Schooling finding high levels of parent satisfaction and student achievement at virtual schools, it is highly unlikely that independent home schoolers and advocates for traditional public schools will be able to stop them.

The survey sought to identify issues and successful practices in «inclusive» STEM schools — schools that serve students from groups historically under - represented in STEM fields and with a higher percentage of students who qualify for a free or reduced - price lunch (which is linked to family income)-- as opposed to «selective» STEM schools, which recruit students who have higher levels of prior achievement.

I was especially interested in the influence of a teacher's gender on students» perceptions, because engagement with an academic subject may be an important precursor to subsequent achievement levels, course selection in high school and college, and also occupational choice.

For example, a quasi-experimental study by the Educational Testing Service found that teachers with a high level of engagement in a large - scale mentoring program (California Formative Assessment and Support System for Teachers) improved both teaching practices and student achievement, producing an effect size equivalent to half a year's growth (Thompson, Goe, Paek, and Ponte, 2004).

A commonly proposed strategy for raising achievement levels in schools is to specify high expectations or «standards» of student performance and to hold students, teachers and schools accountable for achieving those standards.

Measures of school performance based on carefully constructed comparisons of student achievement growth, and other important outcomes, such as high - school graduation and college enrollment rates, require student - level data that are not publicly available.

Highlights of this year's NAPLAN results include: • There is evidence of movement of students from lower to higher bands of achievement across year levels and most domains over the last 10 years • Year 3 reading results continue to show sustained improvement • ACT, Victoria and NSW continue to have high mean achievement across all domains • There are increases in mean achievement in the Northern Territory in primary years reading and numeracy since 2008 • WA and Queensland have the largest growth in mean achievement across most domains since 2008 • Percentage of students meeting the national minimum standard remains high — over 90 per cent nationally and in most states and territories, across all domains and year levels

The PIRLS 2016 results and questionnaire also revealed that higher levels of enjoyment of reading are associated with higher levels of achievement, so long as students have books in the home.

Nor did students with low initial levels of achievement and applicants from SINI schools experience significantly different reading gains from the program than high achievers and non-SINI applicants.

While the term gifted is used ~ I believe these ideas can work in all classrooms and help lift all students to higher levels of achievement.

Factors other than school quality could help to explain high levels of achievement of charter school students in these states — including the ability of parents to close underperforming schools.

New York State and North Carolina, by contrast, give students an incentive to study through the use of rigorous end - of - course exams that signal medium and high achievement levels, not just meeting minimum standards.

Similarly, because growth measures may do a poor job of capturing the progress of high - achieving students, some states may want the weights assigned to achievement and growth to vary based on the level at which a school's students are achieving.

Many teachers realize that as students become more optimistic, they are motivated to progress through learning difficulties and to attain higher levels of achievement.

Advocates of accountability insist that high standards for all students are necessary to promote academic growth and spur achievement to levels heretofore unseen.

The report's most contentious finding was that minority students attending Catholic schools had higher levels of achievement than those in public schools.

Hanushek examines the report's two main conclusions: a) that test - based incentive programs «have not increased student achievement enough to bring the United States close to the level of the highest achieving countries;» and b) that high school exit exam programs «decrease the rate of high school graduation without increasing achievement.»

Parents assign higher grades to schools with higher levels of student achievement, not schools in which students demonstrate greater gains.

For example, a student who begins the year at the 50th percentile on the state reading and math test and is assigned to a teacher in the top quartile in terms of overall TES scores will perform on average, by the end of the school year, three percentile points higher in reading and two points higher in math than a peer who began the year at the same achievement level but was assigned to a bottom - quartile teacher.

In contrast, national minimum standards tied to year levels do little to challenge all students to higher levels of achievement.

Based solely on their race, ethnicity, and socioeconomic status, there are students at high, middle, and low levels of achievement who are not receiving the educational challenges they need to succeed and excel.

The school characteristics include whether it is in an urban area, grade level (e.g., high school), the number of students enrolled, student - teacher ratio, the percentage of students who are eligible for the free or reduced - price lunch program, the percentage of minority students, and measures of student achievement in reading and math.

Such pay innovations should also boost student achievement and, because they are based on performance, strengthen the argument for dramatically raising teacher salaries — at least for those with the highest levels of professional expertise.

This is reinforced by the results of the Teaching and Learning International Survey (TALIS) which show that, in countries where teachers believe their profession is valued, there are higher levels of student achievement.

«In every class in this building, you have kids of all levels of prior academic achievement,» says Principal Dan St. Louis, including kids who are «high flyers,» kids with Individualized Education Programs who are receiving special education support, students with disabilities, and English - language learners.

In our first article on the STAR School - Placing importance on relationships - Sorensen recalled that the goal was to create a model that not only focused on culture, but also led to high levels of student achievement.

For a better sense of the magnitude of these estimates, consider a student who begins the year at the 50th percentile and is assigned to a top - quartile teacher as measured by the Overall Classroom Practices score; by the end of the school year, that student, on average, will score about three percentile points higher in reading and about two points higher in math than a peer who began the year at the same achievement level but was assigned to a bottom - quartile teacher.

Student B was in Year 11 and a high achiever, one who in the Queensland system would be a possible VH student at exit (one who achieves a Very High Level of Achievement under the Queensland sylStudent B was in Year 11 and a high achiever, one who in the Queensland system would be a possible VH student at exit (one who achieves a Very High Level of Achievement under the Queensland syllabhigh achiever, one who in the Queensland system would be a possible VH student at exit (one who achieves a Very High Level of Achievement under the Queensland sylstudent at exit (one who achieves a Very High Level of Achievement under the Queensland syllabHigh Level of Achievement under the Queensland syllabus).

Again, this has been linked to higher student achievement with the Trust reporting that «students who write outside school daily are five times more likely to have levels of writing above those expected for their age, compared with those who never write outside the classroom (30.9 per cent versus 5.8 per cent)».

To assess overall performance, we identify the percentage of students in the high school class of 2015 who are performing at proficient and advanced levels of achievement in math.

He finds that replacing the least effective 5 to 8 percent of all teachers with average teachers would bring the U.S. to a level of student achievement equivalent to that of Canada, and replacing the least effective 7 to 12 percent of teachers with those of average effectiveness would «move the United States to the level of the highest - performing countries in the world, such as Finland.»

The achievement growth in math was not statistically significant relative to the achievement growth of the matched district - school students, but the study concluded that Milkwaukee district - school students were «performing at somewhat higher levels as a result of competitive pressure from the school voucher program.»

Despite their higher levels of achievement in 10th grade compared with 8th grade, many students may be academically ill - prepared for the transition to high school, data from a massive federal survey suggest.

Since 2006, the number of Houston schools earning one of the state's top ratings has more than doubled to exceed 200 campuses, fewer students are repeating a grade level, and more are testing at the highest levels of academic achievement.

Besides high expectations for student achievement, Lambe said small classes, providing all schools with the same amount of resources, and solid community support also contribute to a high level of student learning.

But these standards do not by themselves necessarily account for the gains in achievement by all demographic groups and by our regional vocational / technical high schools (which enroll a disproportionate number of special education students and below - grade level readers).

JE: There's actually a link then between professional autonomy and these higher levels of student achievement.

The scaling of high - performing CMOs provides one of the highest levels of return and leverage for philanthropic funds, particularly when you consider that CMOs tend to deliver much higher student achievement than the local district; these schools will continue to serve students in a high - quality way over time; and there are few investments in K — 12 that have consistently yielded this level of performance.

From a long - term perspective, the achievement levels of American students are at or near all - time highs.

In addition to the country - level factors of per capita GDP and education spending per student, we include in our analysis information on the presence or absence of external exit exams (which research suggests are associated with higher achievement) and information on whether the country had a Communist government in 1970 (which may have affected both the size of the private sector and achievement).

A student with a growth mindset who chooses to listen to his or her Inner Friend is much more resilient and can reach ever - higher levels of achievement.

Both grants announced today are a part of a larger three - year, $ 350 million commitment by the Bill & Melinda Gates Foundation to help all students achieve at high levels by recognizing and encouraging high - achievement models and developing strong leadership throughout the education system.