Sentences with phrase «positive effect on student test»

They found «a modest, statistically significant, positive effect on student test scores,» which they quantified as three additional weeks of learning per year in American schools (and four weeks when international studies were included).

After analysts at the National Center on Performance Incentives (NCPI) reported no positive effects on student test scores, the Dallas Morning News declared the program a failure.

Two experimental studies of the Charlotte privately - funded scholarship program, here and here, reported clear positive effects on student test scores but were limited to just a single year after random assignment.

Not exact matches

Fariña recently told Capital she believes some charter schools can have a positive effect on the public system, while knocking others (without naming specific schools) for touting high test scores, but not accepting special education or English Language Learner students.

The authors found that PLCs have a positive effect on student learning: student scores increased in reading, writing, math, science, and social studies subject tests.

Commentary on «Great Teaching: Measuring its effects on students» future earnings» By Raj Chetty, John N. Friedman and Jonah E. Rockoff The new study by Raj Chetty, John Friedman, and Jonah Rockoff asks whether high - value - added teachers (i.e., teachers who raise student test scores) also have positive longer - term impacts on students, as reflected in college attendance, earnings, -LSB-...]

«When calculators are used as an integral part of testing and teaching, their use appears to have a positive effect on students» calculation skills.»

And to turn back to school choice for a moment, Imberman finds that charters in an unnamed urban district had no effect on student tests scores — but had large positive effects on discipline and attendance.

The original evaluation identified, after three years, large positive effects of the voucher opportunity on the test scores of African Americans but not on the test scores of students from other ethnic groups.

Charter schools benefit students in neighboring district schools Positive effects found on test scores, grade completion, and more, increasing with proximity

For example, the Gates Foundation's small school reforms were widely panned as a flop in early reviews relying on student test scores, but a number of later rigorous studies showed (sometimes substantial) positive effects on outcomes such as graduation and college enrollment.

The same program in recent years has generally not shown positive effects on students» test scores.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

We found little evidence that the Choice program increased the test scores of participating students, though our final analysis revealed a positive effect of the program on reading scores when combined with high stakes testing.

As well, CT showed larger effects on the mathematics achievement of special need students than that of general education students, the positive effect of CT was greater when combined with a constructivist approach to teaching than with a traditional approach to teaching, and studies that used non-standardized tests as measures of mathematics achievement reported larger effects of CT than studies that used standardized tests.

When I look within a three - mile radius, I find no evidence of spillover effects on test scores of students at district schools, positive or negative.

Giving teachers both the lesson plans and support had a positive, significant effect on students» end - of - year math test scores, according to the study, which was published as a working paper by the National Bureau of Economic Research.

A 2004 study established the positive effect of even modest increases in family income on student test scores.

Promisingly, researchers have found that it is possible to orient students toward positive learning mindsets through low - cost interventions, including online programs that teach students about growth mindsets and purpose.29 According to Carol Dweck and her colleagues, ``... educational interventions and initiatives that target these psychological factors can have transformative effects on students» experience and achievement in school, improving core academic outcomes such as GPA and test scores months and even years later.»

Based on scores in nationally standardized tests (fourth grade reading and math and eighth grade reading and math), greater union membership of educators tends to have a positive impact on student test scores while larger class sizes tend to have a negative effect.

Standardized tests with high stakes are bad for learning, studies show (Statesman, 3/10/2012) A National Academies of Science committee reviewed America's test - based accountability systems and concluded, «There are little to no positive effects of these systems overall on student learning and educational progress.»

Other research, this time by Northwestern University, proved that private schools actually have a positive effect on public schools, through a statistically significant improvement in student performance on state math and reading tests.

Increasing racial, ethnic, linguistic, socio - economic, and gender diversity in the teacher workforce can have a positive effect for all students, but the impact is even more pronounced when students have a teacher who shares characteristics of their identity.20 For example, teachers of color are often better able to engage students of color, 21 and students of color score higher on standardized tests when taught by teachers of color.22 By holding students of color to a set of high expectations, 23 providing culturally relevant teaching, confronting racism through teaching, and developing trusting relationships with their students, teachers of color can increase other educational outcomes for students of color, such as high school completion and college attendance.24

In a 2010 research review, Harvard University's Susan Eaton noted that racial segregation in schools has such a severe impact on the test score - gap that it outweighs the positive effects of a higher family income for minority students.

Research has found that teachers» qualifications, academic preparation, and high performance on standardized tests can have a positive effect on teacher quality.31 Teachers» experience levels can also have a large impact on student success.

The arts integration program had a positive statistically significant effect on student standardized state test scores as compared to control schools.

While the Gates call for a moratorium is oriented on increasing the possibility of realizing the positive potential of policies regarding the use of student test data for educator evaluation by providing more time to prepare educators for them, ASA on the other hand is concerned about the potential negative effects of such policies.

They conclude that a teacher's experience, test scores and regular licensure all have positive effects on student achievement, with larger effects for math than for reading.

In its 2011 report to Congress, the National Academy of Sciences reviewed America's test - based accountability systems and concluded, «There are little to no positive effects of these systems overall on student learning and educational progress.»

Our conclusion in our report to Congress and the public was sobering: There are little to no positive effects of these systems overall on student learning and educational progress, and there is widespread teaching to the test and gaming of the systems that reflects a wasteful use of resources and leads to inaccurate or inflated measures of performance.

We find that TFA teachers tend to have a positive effect on high school student test scores relative to non-TFA teachers, including those who are certified in - field.

In addition to these four state - based studies of voucher program impacts on test scores, some recent studies do show positive effects on graduation rates, parent satisfaction, community college enrollment, and other nonachievement - based outcomes, but it is unclear if these outcomes are lasting and valid.23 For example, research shows that nationally, graduation rates for students in public schools and peers participating in voucher programs equalize after adjusting for extended graduation rates.24 Some critics suggest that private schools may graduate students who have not successfully completed the full program.25 Also, in regard to parent satisfaction, while some studies do show greater satisfaction among parents whose children participate in voucher programs, the most recent evaluation of the D.C. voucher program shows that any increase in parent or student school satisfaction is not statistically significant.26

The paper, by Raj Chetty and John N. Friedman of Harvard and Jonah E. Rockoff of Columbia, tracked 2.5 million students over 20 years, and using a value added approach, found that teachers who help students raise their standardized test scores have a lasting positive effect on those students» lives beyond academics, including lower teenage - pregnancy rates, greater college matriculation and higher adult earnings.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).