Sentences with phrase «other important factors students»

Our ranking system looks at these and many other important factors students should consider when choosing a school.

Not exact matches

... I will say, the test scores [are] never, ever the single most important thing,» she said, adding that officials consider factors such as student enrollment, capacity and other locations where students can receive better resources.

They also make it clear that teacher effectiveness is not just the most important factor in student achievement; it is the factor that can overcome most other impediments to learning.

Research on teacher quality, charter schools, school leadership, class size, and other factors in school quality is likely to be as or more important than research on race - specific policies for reducing gaps in student achievement.

Yet Coleman also noted that the composition of a student's peer group was more important for learning than any other school - related factor, a finding used by the Johnson and Nixon administrations to reinforce their strenuous desegregation efforts in southern states.

In explaining why some schools were outperforming others, the report found, «Nearly 80 % of variance among individual schools performance can be explained by a few factors, amongst which, enrollment size and concentration of low level students (both ELA and Math) are the most important.»

Student preference level should be a strong indicator, but other factors could also be important such as retention of students.

Trust in the principal and professional community, on the other hand, are both associated with achievement in mathematics, which suggests that relationships among adults may be important factors determining how well students perform.

Teacher quality is the most important in - school factor related to students» academic success, and low - income students benefit most when taught by skilled teachers.9 Just as in other sectors, strategic recruitment in the education sector is critical to identify candidates who are likely to succeed.

The American Statistical Association concluded recently that teachers account for about 1 per cent to 14 per cent of the variability in test scores, and that the majority of opportunities for quality improvement are found in system - level conditions.4 In other words, most of what explains student achievement is beyond the control of teachers or even schools, and therefore arguing that teachers are the most important factor in improving the quality of education is simply wrong.

But they also believe that effective teachers alone are not enough: other important factors include family involvement, high expectations for all students, effective and engaged school leaders and adequate resources and professional development.

NASSP shares the position of many educators who are concerned that pay - for - performance plans will consider only high - stakes tests and disregard other important school and student performance factors.

Citing research that a «high - quality teacher is the single most important in - school factor to increase student achievement,» state education officials say raising the standard also follows a trend in other states.

This study posits that local access to resources is an important factor that may affect community colleges» students» success, but that even in cases where no such resources are present there may be other structural procedures taking place at some effective community colleges that are worth studying.

NYCLA provides leadership coaching, coach training, and strategic consulting for coaching programs to help districts, states, charter schools, and other education - focused organizations that work with schools leverage one of the most important factors that influences student achievement — the role of the principal.

Capstone 8th grade program focused on helping students articulate what is important to them for their future, building the skills they will need for high school such as organization and time management, and providing concrete information about the role of GPA and other factors for college admissions and the financial aid process.

Educational outcomes are shaped by many factors, but research shows that teacher quality is the most important in - school factor influencing student achievement.59 Of course, other out - of - school factors, which are often caused by poverty, can also influence student outcomes.60 Because teacher quality has been shown to have a measurable impact on standardized test scores, some academics have started trying to directly measure the impact of Act 10 on student outcomes by examining how students fared on standardized tests after its passage.

Teachers are the most important in - school factor for student achievement.97 Indeed, research estimates that teachers have two to three times the effect of any other school factor, such as school services and leadership, on student academic performance.98 An oft - cited study underscores the scope of this effect, finding that students with three consecutive high - performing teachers scored approximately 50 percentile points higher than students placed with three consecutive low - performing teachers.99

Beyond any other school - based factor, teacher effectiveness has been found to be the most important predictor of student learning.

It's generally true that schools consider a wide range of factors in admission, and standardized - test scores become more important if they are very low or if schools have other reservations or considerations about the student.

Take into consideration how good a school really is, how much tuition and other living expenses will be at that school, how much money the student will likely be making upon graduation, job placement statistics, what financial aid the school offers, and other important factors.

It is caused by at least three other factors: (i) almost every problem law students encounter in law school comes labelled either by the course or by the assigned moot topic; few students ever have to deal with a simple cry for help from a client; (ii) in my experience at law schools — and it may be different now — almost all research was done in the context of litigation or moots and, while that's obviously an important focus, it's not the only one; and, perhaps the most important factor, (iii) the lawyers who give the students work far too often ask the student to «find a case» — this is almost universal focus of litigators — and are uninterested in either context or principle.

Examine hiring criteria in order to determine whether GPA and other objective criteria are the best predictors of success or if other factors should be equally important in selecting law students for interviews.