Teachers Involve Parents in Schoolwork (TIPS) has shown
positive effects on student achievement at the middle school level.
Not exact matches
Their summary of the sector's academic outcomes, which draws heavily
on a series of studies by the Center for Research
on Education Outcomes (CREDO)
at Stanford University, is likewise relatively uncontroversial: there is a
positive achievement effect for poor, nonwhite, urban
students, but suburban and rural charters come up short, as do online charters, about which the authors duly report negative findings.
A meta - analysis (including 74 rigorous studies and over 56,000 K - 12
students) found that mathematics computer applications produce a small but
positive effect on mathematics
achievement, and, specifically, programs that supplement traditional math instruction with additional instruction
at students» individualized assessed levels of need showed greater
effects on math
achievement.
We found that attrition and replacement patterns could not explain most of KIPP's
positive effects on student achievement, because (a) early attrition patterns
at KIPP schools are similar to those
at nearby district middle schools; and (b) KIPP schools have large
achievement effects in the first year of
students» enrollment, before replacement patterns could have any
effects.
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.
Positive effects of charter schools
on student achievement were found
at both the middle and high school levels and across subjects.
Spending 20 minutes
at the start of the school day to help
students talk through issues they may be having and practice social and emotional skills can have
positive effects on their academic
achievement.
For example,
positive effects on reading
achievement have been associated with collaboration and community building (Briggs & Thomas, 1997); targeted professional development (Frazee, 1996); curriculum and assessment alignment (Stringfield, Millsap, & Herman, 1997); clear and agreed - upon goals and objectives
at the state and school levels (Rossi & Stringfield, 1997); high expectations for
students (Foertsch, 1998); early interventions and strategies for struggling readers (Lein, Johnson, & Ragland, 1997; Legters & McDill, 1994); common planning time for teachers (Miles & Darling - Hammond, 1997); and strong school leadership (George, Grissom, & Just, 1996; Shields, Knapp, & Wechsler, 1995).
The arts are NOT esteemed
at C Prep despite the copious empirical data showing profound
positive effects on student achievement through the arts.
While they found school leadership could have a
positive effect on student achievement, they also discovered school leadership could have a negative
effect if a principal lacked specific leadership responsibilities such as understanding the level of change that needed to be implemented
at a given school.
The gains
at the high school level were «particularly noteworthy, as there is little systematic evidence that any of the many high school reforms attempted to date have had a
positive effect on student achievement.»
We anticipate dramatic
positive effects on student achievement from our intervention that is designed so that it can be taken to scale with integrity and
at acceptable costs.
My hypotheses going in to this study is that when first looking
at choice schools
on student achievement I would see a
positive effect because of selection bias; I expected that the
students in choice schools would be systematically different from those in traditional public school due to parental factors that affected their selection of a choice program.