Not exact matches
If the same approach is applied to the STAR sample to adjust
for the fact that some
students did not enroll in the class they were assigned to - and a comparable sample of low - income black
students is used - the
gains in test scores after two years of attending a small class (average of 16
students) as opposed to a regular - size class (average of 23
students) is 9.1 national
percentile ranks in reading and 9.8 ranks in math.
A 2011 meta - analysis looking at over 270,000
students,
for example, found that
students who participated in an SEL program showed academic
gains of more than 11
percentile points over those who had not participated.
In mathematics, the observed
gain for all
students dropped slightly, from 3.8 to 3.1
percentile points.
Earlier program evaluation reports
for Louisiana showed that voucher
students made significantly lower
gains on math and reading test scores in the first year (27
percentile points and 17
percentile points lower, respectively) than
students who applied
for vouchers but were not awarded them through the lottery.
The Education Trust,
for example, is urging states to use caution in choosing «comparative» growth models, including growth
percentiles and value - added measures, because they don't tell us whether
students are making enough progress to hit the college - ready target by the end of high school, or whether low - performing subgroups are making fast enough
gains to close achievement gaps.
For example,
students at the top (90th
percentile)
gained 2 points.
For example, Fuchs and Fuchs1 found that providing teachers with graphic displays of
students» scores on formative assessments was associated with a 26
percentile point
gain in achievement.
One study out of Stanford University, which helped design the PACT, found that
for each additional point an English Language Arts teacher scored on the exam, which is scored on a 44 - point scale,
students averaged a
gain of one
percentile point per year on California standardized tests.
In addition, and as directly related to VAMs, in this study researchers also found that each rating from each of the four domains, as well as the average of all ratings, «correlated positively with
student learning [gains, as derived via the Nevada Growth Model, as based on the Student Growth Percentiles (SGP) model; for more information about the SGP model see here and here; see also p. 6 of this report here], in reading and in math, as would be expected if the ratings measured teacher effectiveness in promoting student learning»
student learning [
gains, as derived via the Nevada Growth Model, as based on the
Student Growth Percentiles (SGP) model; for more information about the SGP model see here and here; see also p. 6 of this report here], in reading and in math, as would be expected if the ratings measured teacher effectiveness in promoting student learning»
Student Growth
Percentiles (SGP) model;
for more information about the SGP model see here and here; see also p. 6 of this report here], in reading and in math, as would be expected if the ratings measured teacher effectiveness in promoting
student learning»
student learning» (p. i).
According to CASEL, the Collaborative
for Academic, Social, and Emotional Learning, a research study in 2011 found that socio - emotional learning was tied to an 11
percentile gain in academic achievement
for students who participated in a well - implemented SEL program versus
students who didn't.
An evaluation after the first two years of the Achievement Challenge Pilot Project showed that schools implementing the program achieved average
gains of approximately seven
percentile points
for students in mathematics and reading.
A 2011 meta - analysis looking at over 270,000
students,
for example, found that
students who participated in an SEL program showed academic
gains of more than 11
percentile points over those who had not participated.