More importantly, the brand - new therapy allows the dose of antibiotics to be reduced by 90
percent to attain the same
level of
effectiveness, and the development of NDM - 1 resistance to be significantly slowed down, which will largely extend the life cycle of currently used antibiotics.
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.»
Accordingly, and also per the research, this is not getting much better in that, as per the authors of this article as well as many other scholars, (1) «the variance in value - added scores that can be attributed to teacher performance rarely exceeds 10
percent; (2) in many ways «gross» measurement errors that in many ways come, first, from the tests being used to calculate value - added; (3) the restricted ranges in teacher
effectiveness scores also given these test scores and their limited stretch, and depth, and instructional insensitivity — this was also at the heart of a recent post whereas in what demonstrated that «the entire range from the 15th percentile of
effectiveness to the 85th percentile of [teacher]
effectiveness [using the EVAAS] cover [ed] approximately 3.5 raw score points [given the tests used to measure value - added];» (4) context or student, family, school, and community background effects that simply can not be controlled for, or factored out; (5) especially at the classroom / teacher
level when students are not randomly assigned to classrooms (and teachers assigned to teach those classrooms)... although this will likely never happen for the sake of improving the sophistication and rigor of the value - added model over students» «best interests.»