Sentences with phrase «on changes in student achievement»

The first point is most clearly shown in the June 2013 release of longitudinal data from the National Assessment of Educational Progress (NAEP)-- the most authoritative national data on changes in student achievement.

Not exact matches

To determine the effect of teacher turnover on student achievement under IMPACT, we examine the year - to - year changes in school - grade combinations with and without teacher turnover.

Although ERI had a substantial impact on the experience level of teachers in Illinois schools with many teachers eligible for early retirement, those changes do not appear to have had a negative impact on student achievement.

Only one - third of the programs had well - developed evaluations that produced measurable effects on student achievement or change in instructional practices.

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.

Because moving between schools is known to have a negative impact on student achievement, we also control for whether the student changed schools in the current year and whether that change was structural (for instance, the student moved to a junior high school from its feeder elementary school).

Reform efforts such as school choice, charter schools, reconstituting schools, and reducing class size all rest on the belief that changes in structure or governance will result in higher student achievement.

To create such programs, states and districts must identify the most important elements of student performance (usually academic achievement), measure them (usually with state tests), calculate change in performance on a school - by - school basis, and provide rewards to schools that meet or beat performance improvement targets — all of which must be backed by system supports that enable all schools to boost results.

While student - achievement data run counter to rising public optimism, the change in public thinking corresponds with the new mood that emerged on Capitol Hill in 2015 when Congress passed the Every Student Succeeds Act (ESSA), which stripped the federal government of much of its authority to direct school reforms at the localstudent - achievement data run counter to rising public optimism, the change in public thinking corresponds with the new mood that emerged on Capitol Hill in 2015 when Congress passed the Every Student Succeeds Act (ESSA), which stripped the federal government of much of its authority to direct school reforms at the localStudent Succeeds Act (ESSA), which stripped the federal government of much of its authority to direct school reforms at the local level.

That created thousands of natural experiments in which the composition of classrooms changed dramatically, and randomly, and that, in turn, provided Hoxby and Weingarth an opportunity to investigate the impact of these changes on student achievement.

The term «student growth» was further defined to mean the change in student achievement as measured on statewide assessments and other measures that were «rigorous and comparable across classrooms.»

We included administrative data from teacher, parent, and student ratings of local schools; we considered the potential relationship between vote share and test - score changes over the previous two or three years; we examined the deviation of precinct test scores from district means; we looked at changes in the percentage of students who received failing scores on the PACT; we evaluated the relationship between vote share and the percentage change in the percentile scores rather than the raw percentile point changes; and we turned to alternative measures of student achievement, such as SAT scores, exit exams, and graduation rates.

Given the enormous changes taking place in the world, the current education achievement gap between low - income and affluent students, and the logical nexus between a nation's economic strength and the quality of its public education system, it is incumbent on our country to put in place a national education strategy.

Unfortunately, despite these changes in high - school course taking over the past two decades, student achievement in core liberal - arts courses has not shown dramatic improvement, and American students have repeatedly fallen short on international comparisons of achievement, particularly in math and science.

For example, when we asked students to discuss changes in achievement, one student said, «Now I get assignments turned in on time, and my grades have improved.»

The NBPTS can be evaluated in terms of its effects on institutional change, student achievement, and cost - effectiveness.

New Jersey measures growth for an individual student by comparing the change in his or her achievement on the state standardized assessment from one year to the student's «academic peers» (all other students in the state who had similar historical test results).

Direct - to - student programs and changes in instructional practices have been linked to long - term gains in academic performance and reductions in achievement gaps on the basis of race / ethnicity, gender, and being the first in one's family to go to college.

This study uses the large change in expected college tuition costs caused by the surprise announcement of the Kalamazoo Promise's tuition subsidies to measure the Promise's short - term effects on student achievement and behavior.

To explore this, I examined achievement changes by item type for low -, moderate -, and high - performing schools, as measured by the percentage of students scoring at or above national norms on the ITBS reading exam in 1995.

In addition to examining principals» impact on student achievement on standardized tests, the study explored patterns of change in the composition of schools» teaching staff (reflecting the ability of effective principals to recruit and retain teaching talent), as well as the movement of principal talent across schoolIn addition to examining principals» impact on student achievement on standardized tests, the study explored patterns of change in the composition of schools» teaching staff (reflecting the ability of effective principals to recruit and retain teaching talent), as well as the movement of principal talent across schoolin the composition of schools» teaching staff (reflecting the ability of effective principals to recruit and retain teaching talent), as well as the movement of principal talent across schools.

One of the more interesting questions the CCSR asked was, Did high - stakes accountability cause the teachers, parents, and students of the Chicago Public Schools (CPS) to change their behavior in ways that would lead to higher achievement, or does the evidence suggest that the CPS's initiatives resulted in simply more focus on testing?

By comparing changes in the behavior and achievement of eligible and ineligible students, our analysis is likely to understate the overall effects of the Promise because it will not capture any effects on ineligible students.

The Executive Leadership Program for Educators at Harvard University in association with The Wallace Foundation will emphasize midcareer development of teams of high - level education leaders that share responsibility for making changes in their organizations and across their states to broadly improve school leadership and its impact on student achievement.

This suggests an alternative criterion by which to judge changes in student performance - namely, that achievement gains on test items that measure particular skills or understandings may be meaningful even if the student's overall test score does not fully generalize to other exams.

The fact is, it can take up to five years for principals to truly own their seat in the principal's office, change a school's culture, or to have a lasting impact on student achievement.

The importance of defining progress can not be understated as it impacts many issues in relationship to effective use of assessment, instructional decision - making, and lastly, the importance of how we think about our work as evaluators, change agents, and adaptive learning experts and the impact these thoughts can have on student achievement and the success of our teaching.

Highly influential school effectiveness studies120 asserted that effective schools are characterized by an climate or culture oriented toward learning, as expressed in high achievement standards and expectations of students, an emphasis on basic skills, a high level of involvement in decision making and professionalism among teachers, cohesiveness, clear policies on matters such as homework and student behaviors, and so on.121 All this implied changes in the principal «s role.

Work with them to identify and prioritize critical areas of growth to implement changes in a timely manner with a focus on student achievement.

Just a little incremental change every year on the part of the teacher, over time, you know, would have this cumulative effect on student achievement where you'd say that, «Hey, in this district, in this school, we know that our teachers are getting better every year.

«Given the strong influence of poverty on student academic achievement, these changes have increased the challenge of improving student outcomes in IPS,» the report read, promising a plan to cultivate schools capable of erasing the achievement gap associated with inner city schools where high levels of poverty and greater racial diversity exist.

The U.S. student achievement on the 2012 PISA has not changed measurably since 2003, while achievement in for many other countries has improved.

The NYS Charter Schools Act of 1998 was created for the following purposes: • Improve student learning and achievement; • Increase learning opportunities for all students, with special emphasis on expanded learning experiences for students who are at - risk of academic failure; • Encourage the use of different and innovative teaching methods; • Create new professional opportunities for teachers, school administrators and other school personnel; • Provide parents and students with expanded choices in the types of educational opportunities that are available within the public school system; and • Provide schools with a method to change from rule - based to performance - based accountability systems by holding the schools established under this article accountable for meeting measurable student achievement results.

Multiple studies have demonstrated that organizations that prioritize a performance - management system that supports employees» professional growth outperform organizations that do not.25 Similar to all professionals, teachers need feedback and opportunities to develop and refine their practices.26 As their expertise increases, excellent teachers want to take on additional responsibilities and assume leadership roles within their schools.27 Unfortunately, few educators currently receive these kinds of opportunities for professional learning and growth.28 For example, well - developed, sustained professional learning communities, or PLCs, can serve as powerful levers to improve teaching practice and increase student achievement.29 When implemented poorly, however, PLCs result in little to no positive change in school performance.30

Insight in action Principals and some superintendents attended Lenses on Learning, a professional development program in mathematics for administrators, and brought this experience to discussions with their teacher leaders about what needed to change in the school in order to facilitate improved student achievement (e.g., schedules to enable longer mathematics and science classes).

Catalyst for Change is the final summative report for the Denver Pay - for - Performance initiative that focused on developing a link between student achievement and teacher compensation, and launched a national movement in performance - based reform.

The shift in educational rigor that globalization has ushered in is pushing policymakers to embrace systemic change in public education, with particular focus on closing achievement gaps between disadvantaged students and their peers.

A panel of education experts debated whether a focus on achievement gaps for disadvantaged students has turned attention away from others and explored how changes in policy could address both concerns.

In this conversation with Outreach Director Bridget Lee, Andrea discusses the impact class size can have on student achievement and the changes she's seen over time in the districIn this conversation with Outreach Director Bridget Lee, Andrea discusses the impact class size can have on student achievement and the changes she's seen over time in the districin the district.

Dr. Montecel's address,» Framing Systems Change for Student Success,» was part of a panel on the most promising strategies to improving achievement in high poverty schools.

After three years of repeating 12 - week change cycles that focused on overcoming a specific teaching challenge with technical assistance from Education Northwest, Springdale has realized significant student achievement gains in reading and mathematics through an approach called Success Now!

The value of the entire CIE process ultimately hinges on one outcome: making concrete, positive changes in your teaching practice that will move your students towards increased achievement.

States are using both student - achievement measures (measures of student learning at a specific point in time) and growth measures (changes in student learning over time), including value - added estimates based on state assessments when available, to capture measures of student success aligned with individual teachers or teams of teachers.

New York City's central administrators have also gone on to lead districts elsewhere in the nation, spreading not just particular reform strategies but also a mindset focused on bold and rapid system change to improve student achievement.

Our theory of change is predicated on the idea that capacity building in schools, support for teachers and leaders, rigorous curriculum, target setting, ongoing improvement of curriculum and instruction, and promoting effective practice will accelerate student and school achievement.

Since both sides believe that the reasons for the achievement gap lie almost entirely outside the classroom — and, in many cases, beyond the control of students, parents, or teachers — they also contend that education reforms focused on changing schools, helping parents, and aiding students would be of little use.

Included in this strand are topics that focus on how to use data to showcase student achievements, drive positive change, build high quality programs, assess progress, and plan staff development.

Efforts are currently focused on documenting and reporting changes in students» academic achievement, school behavior, and knowledge of social and behavioral skills.

Young teachers today say that they are less motivated than previous generations by a career in which their work responsibilities do not change over the course of their employment.16 Moreover, young teachers want to receive frequent feedback on their teaching, and they want to be rewarded for proving their ability to help students learn.17 Career pathways can provide young teachers with the feedback and mentorship that they report are lacking.18 Additional pathways can provide opportunities for these teachers to grow and excel, which is critical in order to increase student achievement and retain great teachers.

Amidst pressure for schools to adopt off - the - shelf reform programs as a way of improving student achievement (Herman, 1999), it is interesting to note that, by and large, the schools in the studies summarized by Taylor, Pressley, and Pearson (2002) did not necessarily view packaged reforms as the key ingredient for improving student achievement (Charles A. Dana Center, 1999; Designs for Change, 1998; Taylor et al., 2000).1 The common denominators seem to be commitment and hard work focused on research - based practices at both the classroom level and the school level.