Sentences with phrase «on student achievement while»

Building a focus on student achievement while using digital resources and creating conditions for teachers and schools to thrive are the key frames that are essential to building this out.

These locally and state approved K - 12 public charter schools are raising the bar on student achievement while responding to community needs.

Not exact matches

While those topics might focus on a student's academic achievement, homework might have other benefits, too.

Scholarly articles published by over 20 researchers in Monographs, titled «The Relation of Childhood Physical Activity to Brain Health, Cognition and Scholastic Achievement» indicate that while physical activity in schools has diminished in part because of a growing emphasis on student performance and academic testing, decreased physical activity is actually related to decreased academic performance.

While the word «accountability» never appears in Risk, its call for higher academic standards and its focus on student achievement as the main barometer of quality laid the intellectual groundwork for the rigorous curricula and tests envisioned by the promoters of standards - based -LSB-...]

In October, while ESSA conferees were still negotiating, Illinois Governor Bruce Rauner signed into law a new school rating system under which only 30 percent of a school or district's grade will be based on student achievement.

Burris combines reviews of academic studies, as well as personal anecdotes from her own experience as an educator, to argue that ability tracking has a negative effect on the educational achievement of «low track» students while also undermining social cohesion.

A teacher's contribution to a school's community, as assessed by the principal, was worth 10 percent of the overall evaluation score, while the final 5 percent was based on a measure of the value - added to student achievement for the school as a whole.

«What made this convening so impressive is that while so much in education reform can divide activists into warring camps, expanding learning time unites reformers around a shared vision of bringing excellence and breadth to our nation's most impoverished and struggling schools,» said Lecturer Chris Gabrieli, cofounder and chairman of the National Center on Time & Learning, a nonprofit dedicated to expanding learning time to improve student achievement and enable a well - rounded education.

On the other hand, he defies proponents of charters, vouchers, and other forms of school choice as wishful thinkers disposed to let marketplace theories trump evidence of student achievement while also undervaluing education's civic and cultural roles.

Critics worry that the policy undermines school leaders and compromises school safety, while proponents consider it a long - overdue reset on discriminatory practices that hamper achievement among students of color.

While the achievement gap between white students and their low - income, minority counterparts on tests has received a great deal of attention, the gap in high - school graduation rates is even more critical.

Classroom «Crisis»: Many Teachers Have Little or No Experience MSNBC, September 26, 2011 «While education experts caution that lack of experience isn't necessarily an indication of a teacher's ability, student achievement scores do show that on average a first - year teacher is not as effective as a third - year teacher, said Susan Moore Johnson, an expert on teacher recruitment and retention at the Harvard Graduate School of Education.»

To the contrary, the Loveless study cited above offers some support for the proposition that high performers suffer systematically from the focus on closing the achievement gap, while there is limited data that grouping all students together improves the quality of education for struggling students.

While many North Carolina school administrators and teachers are winning praise and cash for meeting or exceeding performance expectations on state tests, others are starting the school year scrambling to respond to their students» low achievement.

Nonetheless, while this difference in replacement patterns is noteworthy, it can not account for KIPP's overall impact on student achievement.

Concerned that this system makes it difficult to retain talented teachers and provides few incentives for them to work to raise student achievement while in the classroom, many policymakers have proposed merit - pay programs that link teachers» salaries directly to their apparent impact on student achievement.

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.

The effects on academic achievement are greatest for students from higher income families, while the effects on behavior are more pronounced on students who are less well - off.

In most industrialized countries — nearly all of which outperform us on measures of academic achievement, such as PISA and TIMSS — students begin preparing for a career while still in high school.

In short, this document feels driven more by philosophy than data, relying on qualitative measures of uncertain value while strongly de-emphasizing student achievement in general and student growth specifically.

While some critics have charged that changing to a four - day school week may have negative effects on student achievement, researchers at Colorado State University have completed a study indicating that the switch to a four - day schedule has «no effect» on achievement as measured by the Iowa Test of Basic Skills.

While these strategies are necessary, the data on student achievement in Massachusetts, after nearly two decades of reform, makes it readily apparent that schooling solutions alone are not sufficient to achieve our aspiration of getting all students to proficiency.

With respect to the research on test - based accountability, Principal Investigator Jimmy Kim adds: «While we embrace the overall objective of the federal law — to narrow the achievement gap among different subgroups of students — NCLB's test - based accountability policies fail to reward schools for making progress and unfairly punish schools serving large numbers of low - income and minority students.

While some earlier studies questioned the role of grade configuration in school success and student achievement, including the 2008 National Forum «Policy Statement on Grade Configuration» and a 2010 study by EdSource, «Gaining Ground in the Middle Grades: Why Some Schools Do Better» in California, «the evidence on academic benefits has become much stronger in the past two years,» West says.

Research has shown that after - school programs focused on social and emotional development can significantly enhance student self - perceptions, school connectedness, positive social behaviors, school grades, and achievement test scores, while reducing problem behaviors (Durlak et al., 2010).

While reducing class sizes and increasing teacher quality have also been estimated to increase student achievement by roughly 0.1 standard deviation, the costs of such programs far exceed those of the literacy hour program, which focuses only on changing teachers» practices.

In The Four - Day School Week, another School Administrator report, Jack McCoy, deputy director of learning services at the New Mexico Department of Education, said in his district's case attendance for teachers and students improved while scores on standardized achievement tests remained stable.

While students showed gains on achievement tests after one year in the choice program, researcher Valerie Martinez of the University of Texas found that their families also had stronger educational backgrounds than those not in the program.

The first is improved student outcomes, and while that is usually around achievement outcomes — literacy and maths, for example — increasingly there is a focus on social outcomes such as reduction in bullying and students» enjoyment of school and of their learning.

Only one study, conducted by Jay Greene and Marcus Winters and focusing on the D.C. voucher program, found that voucher competition had no effect on the test scores of non-participants, while no empirical study of acceptable rigor has found that a U.S. private - school - choice program decreased the achievement of public school students.

That study, while reporting negative achievement effects for participants in Ohio's largest voucher program, also found that students remaining in public schools performed higher on tests, owing to program - induced competition.

While research on flexible seating is limited, it's clear that learning environments can have a direct impact on student behavior and achievement.

Findings: New York, NY — While the authors found no visible effect on participants as a whole, they also divided students into quintiles based on student achievement and found no visible effects on academic outcomes in any quintile.

While NAEP, the Nation's Report Card, scores are the gold standard for measuring student achievement and serve as a yardstick for state comparisons, NAEP results are generally not known by students and their families, who rely on their state test results to know how they are performing.

Maintain the requirement that states and school districts issue and distribute annual report cards, including disaggregated data on student achievement and high school graduation rates, while also streamlining data reporting to ensure meaningful information is easily available to parents and communities.

Fourteen percent of Michigan's charters are both low - performing and do little to improve student achievement, according to Stanford University's Center for Research on Educational Outcomes; while just one of the 11 charters shut down in 2015 - 2016 were closed because of academic failure, according to data from the Wolverine State's Department of Education.]

Our Education Week Leadership Forums are interactive, intimate one - day events that draw together forward - thinking superintendents and other senior district leaders for an in - depth, interactive day focused on smart strategies that can be deployed to raise student achievement while managing costs.

For example, they might consider only Identified Students as being from low - income families for reporting on achievement gaps between economically disadvantaged and other students or selecting schools for performance consequences, while identifying all students as being from low - income families for determining eligibility for supplemental educational sStudents as being from low - income families for reporting on achievement gaps between economically disadvantaged and other students or selecting schools for performance consequences, while identifying all students as being from low - income families for determining eligibility for supplemental educational sstudents or selecting schools for performance consequences, while identifying all students as being from low - income families for determining eligibility for supplemental educational sstudents as being from low - income families for determining eligibility for supplemental educational services.

While this is a reasonable approach, given the high percentages of students from low - income families in CEP schools, such a policy tends to conflict with the heavy emphasis placed by the ESEA on measuring achievement gaps between students from low - income families and other students in establishing performance consequences for schools.

While Coleman claimed that family and peers had an effect on student achievement that was distinct from the influence of schools or neighborhoods, his research design was inadequate to support this conclusion.

«Across the country, states, districts, and educators are leading the way in developing innovative assessments that measure students» academic progress; promote equity by highlighting achievement gaps, especially for our traditionally underserved students; and spur improvements in teaching and learning for all our children,» stated U.S. Secretary of Education John B. King Jr. «Our proposed regulations build on President Obama's plan to strike a balance around testing, providing additional support for states and districts to develop and use better, less burdensome assessments that give a more well - rounded picture of how students and schools are doing, while providing parents, teachers, and communities with critical information about students» learning.»

The authors say that the existing research on student achievement, while still preliminary, bodes well for vouchers.

The annual award, announced today, honors large urban school systems that demonstrate the strongest student achievement and improvement while narrowing performance gaps between different groups based on family income and ethnicity.

These patterns suggest that increasing exposure to black teachers is beneficial at best and neutral at worst for all students in terms of discipline, and that increasing teacher diversity while keeping teacher quality constant would have a modest positive effect on the reading achievement of black students while having an opposite effect on the math achievement of white students.

Chile's voucher program has led to widespread socio - economic stratification and a decline in public school enrollment, all while making little to no impact on student achievement.63 The program's design essentially creates three school systems: public schools attended mostly by the lowest - income students; voucher - subsidized private schools attended by more middle - class students, as they can charge additional fees or tuition; and nonsubsidized private schools attended by the wealthiest students.

But this welcome new emphasis on the early grades may not yield the hoped - for improvements in equity and overall achievement if, while correcting for an earlier neglect, we persist in ignoring the content taught in students» formative years.

CAMBRIDGE, MA — While it is widely believed that good school principals have a positive impact on student achievement, there has been little systematic research to date on the effect of strong school leadership.

While impressive data sets were assembled on the achievement levels of thousands of students in public and private schools, statisticians could not be sure whether observed differences reflected the quality of the schools or the students who self - selected into them.

Still, NCLB did shine a spotlight on the public schools, and accountability looked for a while like it could drive the achievement of America's minority students forward.