Sentences with phrase «on student achievement results»

Regardless of the tests, however, all of the secondary measures to be used to evaluate Alabama teachers (e.g., student and parent survey scores, observational scores) are also to be «correlated with impacts on student achievement results.»

As products are developed and improved, sound digital content solutions are committed to a research - based approach, learning from and with partner districts to improve products and services, and engaging in meaningful program evaluation based on student achievement results.

Schools must meet performance goals based on student achievement results yearly, with swift consequences for schools that fail to meet expectations.

- To evaluate the strength of each school's instructional culture, the effectiveness of the training program in meeting partner needs, and ultimately the value - added effect on student achievement results in partner schools

Students would be much better off if policymakers and education leaders were to focus on student achievement results as a way to assess teacher quality overall, and to assess the quality of teacher preparation programs supported by federal and state dollars.

Not exact matches

Dr. Pope's org Challenge Success, which used more than twenty studies on homework for its papers, found similar results, reporting,» [I] n a recent study comparing the standardized math scores across multiple countries, no positive link was found between student math achievement and the frequency or amount of homework given (Baker & LeTendre, 2005).

But those results were widely criticized by educators and software makers for lumping together the outcomes from many different products and for testing their impact on student achievement in the 1st year the teacher had used the material.

The first student achievement results and reports on curricula in many other countries will be released in November.

The percentage of 12th graders taking courses in biology, chemistry, and physics since 8th grade increased to 41 % in 2015 from 34 % in 2009, said Mary Koppal, Project 2061's communications director, citing the most recent results for science from the National Assessment of Education Progress, which serves as a national report card on student achievement.

Results of the study indicate that LTTA students perform better on math computation and estimation (as measured by the Canadian Achievement Test, CAT · 3) compared to students in similar non-LTTA schools.

Education took center stage in Iowa's 2006 legislative session, resulting in measures to boost teacher salaries, start a pilot program that bases teacher pay on student achievement, expand preschool, and establish statewide graduation requirements.

Nonetheless, NCLB offered some positive changes that the new ESSA maintains, including academic standards, annual assessments of reading and math achievement, and report cards on schools that students, parents and the public can use to gauge results.

Benefits to School Life Looking at the lasting impact of LOtC experiences in terms of academic performance, Learning Away's recent research found that school trips resulted in higher academic achievement, with 61 per cent of students achieving higher than their predicted grade following a school trip based on the subject area.

It's exactly what one would want from a publication named Quality Counts: a nice, clear focus on academic results, namely student achievement, measured on the best yardstick available.

Even if we ignore the fact that most portfolio managers, regulators, and other policy makers rely on the level of test scores (rather than gains) to gauge quality, math and reading achievement results are not particularly reliable indicators of whether teachers, schools, and programs are improving later - life outcomes for students.

«Reassessing the Achievement Gap: Fully Measuring What Students Should Be Taught in School» argues that NAEP results offer a «distorted» picture of student achievement because of their exclusive focus on academic skills and take attention away from nontested areas that often fall under the purview Achievement Gap: Fully Measuring What Students Should Be Taught in School» argues that NAEP results offer a «distorted» picture of student achievement because of their exclusive focus on academic skills and take attention away from nontested areas that often fall under the purview achievement because of their exclusive focus on academic skills and take attention away from nontested areas that often fall under the purview of schools.

In a quasi-experimental study in nine Title I schools, principals and teacher leaders used explicit protocols for leading grade - level learning teams, resulting in students outperforming their peers in six matched schools on standardized achievement tests (Gallimore, Ermeling, Saunders, and Goldenberg, 2009).

The overall results — the average for the three subject areas — indicate an average positive impact on student achievement of 4 percent of a standard deviation whenever the teacher - student gender was the same (see Figure 3).

Looking directly at impacts on student achievement, and carefully controlling for a variety of potentially confounding factors, we find results quite consistent with these averages (see Figure 5).

Our results suggest that the teacher retirements caused by the ERI program did not reduce student achievement on average, and they may even have increased it.

If that is the case, our results yield information on the effect of ERI programs on student achievement, but it could be misleading to use them to predict the effects of the impending spike in teacher retirements due to the aging of the teacher workforce.

But the implication of our results is clear: offering expiring incentives for late - career teachers to retire does not harm student achievement on average.

This report reviews 16 studies conducted in seven states; 103 of 112 comparisons show positive results in writing achievement favoring students in classrooms of NWP participants, based on grading by «blind» coders who did not know whether the author received NWP teaching.

Results from annual standardized tests can be useful for accountability purposes, but student progress must be measured on a far more frequent basis if the data are being used to inform instruction and improve achievement.

If you are not persuaded by the evidence I reviewed yesterday on the disconnect between achievement results and other outcomes, I suggest you read an excellent book written by Nobel Prize winning economist James Heckman and his students called The Myth of Achieveachievement results and other outcomes, I suggest you read an excellent book written by Nobel Prize winning economist James Heckman and his students called The Myth of AchievementAchievement Tests.

The middle school teacher whose students recorded our highest achievement results on the New York ELA test has more than forty years of experience.

On the basis of these survey results, we created three measures: (1) the principal's overall assessment of the teacher's effectiveness, which is a single item from the survey; (2) the teacher's ability to improve student academic performance, which is a simple average of the organization, classroom management, reading achievement, and math achievement survey items; and (3) the teacher's ability to increase student satisfaction, which is a simple average of the role model and student satisfaction survey items.

Recalling that black students have the lowest scores on both the reading and math tests, one can see that these results can be interpreted as the effects of peer achievement.

In the 2001 reauthorization of ESEA as the No Child Left Behind Act, states were required to test students in grades 3 — 8 and disaggregate results based on student characteristics to make achievement gaps visible.

A translation of the results in a way that reveals the effects of peer achievement provides a different perspective: being surrounded by peers who score 1 point higher on average raises a student's own score by 0.3 to 0.5 points, depending on the grade.

In tackling this task, Feinberg says, they «backed into» the five essential tenets of the KIPP model: High Expectations (for academic achievement and conduct); Choice and Commitment (KIPP students, parents, and teachers all sign a learning pledge, promising to devote the time and effort needed to succeed); More Time (extended school day, week, and year); Power to Lead (school leaders have significant autonomy, including control over their budget, personnel, and culture); and Focus on Results (scores on standardized tests and other objective measures are coupled with a focus on character development).

(To generate the weights, we regressed a teacher's average student - achievement gain in one class against the three different measures from another class, resulting in weights of.758,.200, and.042 on value - added, student survey, and classroom observation, respectively).

To the extent that the most important staffing decisions involve sanctioning incompetent teachers and rewarding the very best teachers, a principal - based assessment system may affect achievement as positively as a merit - pay system based solely on student test results.

The goal is literally to double or triple education results — to increase from 30 percent the number of students who perform proficiently on tests of academic achievement to 60 and then 90 percent.

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.

Once the state has decided on its policy position, however, a judicial presence should be maintained to ensure that the chosen policy is fully funded, is implemented in a coherent manner, and results in substantially improved student performance, as measured by validated assessments of academic achievement and of students» ability to function as capable citizens and workers.

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.

Since a teacher had to score at least 64 points to avoid the «ineffective» rating, according to the Regents» plan, it was conceivable, as the judge noted, that «the regulation allows for an «ineffective» rating based solely on poor student achievement results (the first 40 % category) without regard to the 60 % evaluation category.»

This means that Match Education's business model depends on Match Education's ability to produces rookie teachers that can effectively produce student achievement results in the schools to which they go on to teach.

The results presented here constitute the strongest evidence to date on the relationship between teachers» observed classroom practices and the achievement gains made by their students.

A back - end check that the evaluation results corresponded with evidence of impact on student achievement, where available, could have accomplished our purposes more effectively.

As a result, simple comparisons of student outcomes in municipal, stand - alone, and network schools might give misleading estimates of the impact of schools on student achievement, even after adjusting for the measured characteristics of the students who attend each type of school.

For example, in describing the results of Title I, Jennings concludes, «In a nutshell, the billions of dollars spent on Title I had at best a modest effect on the academic achievement of the disadvantaged students who participated in the program...» On No Child Left Behind (NCLB), he writes, «So it truly was a mixed baon Title I had at best a modest effect on the academic achievement of the disadvantaged students who participated in the program...» On No Child Left Behind (NCLB), he writes, «So it truly was a mixed baon the academic achievement of the disadvantaged students who participated in the program...» On No Child Left Behind (NCLB), he writes, «So it truly was a mixed baOn No Child Left Behind (NCLB), he writes, «So it truly was a mixed bag.

The result is Fordham's new study School Closures and Student Achievement: An Analysis of Ohio's Urban Districts and Charter Schools, which brings to bear fresh empirical evidence on this critical issue.

Results of the Student Achievement Guarantee in Education, or SAGE, program showed that between 1996 - 97 and 1998 - 99, 1st, 2nd, and 3rd graders in 30 public schools performed better on the Comprehensive Tests of Basic Skills than did students in bigger classes.

In contrast to the results for math achievement, we do not find any evidence that being evaluated increases the impact that teachers have on their students» reading achievement.

Results based on this second wave of data, published with Thomas Hoffer in 1987, seemed to confirm Coleman's prior findings about Catholic schools» success in boosting the achievement of minority students.

We expected to find that many of the lessons on managing for results would be spent teaching principals to leverage accountability systems to help improve instruction and drive student achievement.

The other study (Perkes 1967) produced mixed results: students whose teachers took more subject - matter coursework reported higher scores on an achievement test, but lower scores on the STEP, a test of higher - order thinking.

This unique and groundbreaking book is the result of 15 years research and synthesises over 800 meta - analyses on the influences on achievement in school - aged students.