Sentences with phrase «positive effects on student achievement in»

A Little Rock, Arkansas, performance - pay program lasted only three years and was not renewed by the local school board, despite evidence of positive effects on student achievement in math, reading, and language.

Competition from Sweden's private school choice program has a positive effect on student achievement in both public and private schools.

This curriculum has had a powerfully positive effect on student achievement in eastern Montana schools.

A study conducted by American Institutes for Research (AIR) for the Institute of Education Sciences (IES) shows that even small amounts of the right kind of feedback to teachers and principals can have a positive effect on student achievement in math.

Not exact matches

If research continues to show that comprehensive character education has positive effects on student achievement as well, then the movement may in time gain more robust political and financial support from education policymakers.

Arguably, the most important development in K — 12 education over the past decade has been the emergence of a growing number of urban schools that have been convincingly shown to have dramatic positive effects on the achievement of disadvantaged students.

To the extent that NCLB - like accountability had either positive or negative effects on measured student achievement, we would expect, once NCLB had been implemented, to observe those effects most distinctly in states that had not previously introduced similar policies.

One of our studies was a randomized trial in a large urban district that found significant positive effects on reading achievement for students who used Accelerated Reader according to the publisher's recommendations.

These patterns suggest that the positive effects of charter school attendance on educational attainment are not due solely to measured differences in the achievement of students in charter and traditional public high schools.

Still, if North Carolina's traditional public schools improved in response to their presence, the apparently negative effects of charter schools on the achievement of students who attend them could be offset by more positive statewide effects.

How can educators get reliable, centralized information in regard to computer programs» positive effects on students» achievement?

The estimated effects of the private school share on student achievement are somewhat smaller in science and reading than in math, but they remain substantial, positive, and statistically significant (see Figure 2).

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).

Statewide programs in Florida, Louisiana, and Ohio, however, already have demonstrated clear positive effects on the achievement of students who remain in public schools, confirming Caroline Hoxby's claim (see «Rising Tide,» features, Winter 2001) that competition from choice generates «a rising tide that lifts all boats.»

If teachers tend to rely more on lectures when assigned more capable or attentive students, this would generate a positive relationship between the amount of time spent lecturing and student achievement, even in the absence of a true causal effect.

Second, the absence of effects on achievement in nearby traditional public schools suggests that the loss of students to charter schools is not having negative achievement effects on traditional public schools, but it also suggests that charter schools may not produce the hoped - for positive competitive effects in traditional public schools.

A third study using a different approach and using data only on Texas schools finds mixed results in the first year of implementation including negative impacts on student achievement in elementary and middle school, and positive effects on high school graduation rates.

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 data also reveal the significant challenges faced by schools in retaining teachers who have large positive effects on student achievement.

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.

Students with a more positive attitude toward math were more likely to spend more time on their math homework — which, in turn, had a direct effect on their math achievement.

These studies echo several of the findings found in the NCTAF report, including evidence of the positive effects of STEM PLCs on deepening teacher knowledge of disciplinary content and pedagogy, influencing teacher classroom practice, and inconclusive evidence on the impact of STEM PLCs on student achievement.

«We know that children must be able to read in order to succeed, and we know that highly - qualified teachers have a positive effect on student achievement,» Gov. Phil Bryant said.

Research has shown that family engagement has a direct, positive effect on student achievement and is an accurate predictor of a student's success in school, Schargel said.

Preliminary data suggests that continued mindfulness practice does have a positive effect on student achievement as evidenced by increased graduation rates and a decrease in the D / F rate.

Teachers Involve Parents in Schoolwork (TIPS) has shown positive effects on student achievement at the middle school level.

Research consistently finds that family engagement has a direct, positive effect on children's achievement and is the most accurate predictor of a student's success in school.

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.»

Again in a middle school context, a quantitative analysis by Dunleavy and Heinecke (2008) showed significant positive effects of 1:1 laptop instruction on student achievement in science.

During the same time that the Legislature was considering Senate Bill 1566, TASB hosted the first eXceptional Governance (XG) Summit in Austin, presenting research that shows the positive effect a school board's beliefs and behaviors can have on student achievement in a district.

The shoddiness of curricula standards is matched by the slipshod quality of current curricula in schools; only one out of 63 elementary math programs surveyed by the Department of Education has been rated as having «potentially positive» effects on student achievement; even that rating is based on just one study that met the agency's stringent research standards.

Data from a meta - analysis of the participant effects of private school vouchers illustrates that the effect of vouchers on participating students» academic achievement in both reading and math tends to start out neutral or negative in year one and trends to positive by years two or three of the program.

Recently, Duke psychologist and researcher Harris Cooper concluded that an analysis of several research studies supports the assertion that homework does in fact have a positive effect on students» achievement.

Bettencourt, Gillet, Gall, and Hull found that training teachers in behaviors that communicate enthusiasm had positive effects on student engagement and achievement.

In the review, Mindfulness - Based Interventions for Improving Cognition, Academic Achievement, Behavior and Socioemotional Functioning of Primary and Secondary Students, the authors found that mindfulness - based interventions have a statistically significant positive effect on cognitive and socioemotional processes for students, but that they do not improve behavior or academic perfStudents, the authors found that mindfulness - based interventions have a statistically significant positive effect on cognitive and socioemotional processes for students, but that they do not improve behavior or academic perfstudents, but that they do not improve behavior or academic performance.

The most significant finding was «the positive effects of closure and takeover in New Orleans explain 25 to 40 percent of the total effect of the New Orleans post-Katrina school reforms on student achievement.»

This impact study found that the disbursement of federal Title I School Improvement Grants in the process designed by ESE have consistently positive effects on student academic achievement.

In addition to the research cited above that provides a clear rationale for what Barnett Berry terms «teacher - powered» schools, CTL sought local examples of teacher - directed leadership, professional learning and collaboration that are having a positive effect not only on teachers themselves, but on student achievement and school culture.

Earlier research on Florida's tax credit by Cassandra Hart and David Figlio found that the program may have positive effects on achievement for students in both public and private schools.

Leading Educators Fellows who taught mathematics in New Orleans had a statistically significant, positive effect on student achievement, and the effect size was nearly three times that of attending a highly effective urban charter school.

Their study concludes: ``... the preponderance of evidence suggests positive effects of the accountability movement in the United States during the 1990s and early 2000s on student achievement, especially in math.»

Thus, readers may interpret our overall rating on the category of positive overall effects on student achievement as an indicator of their effectiveness in working in challenging settings, such as Title I schools.

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.

Data from a meta - analysis of the participant effects of private school vouchers illustrates that the effect of vouchers on participating students» academic achievement in bothreading and math tends to start out neutral or negative in year one and trends to positive by years two or three of the program.

The report shows that the charter network has positive effects on students» academic success in math and reading, and that elementary and middle schools in particular show large gains in achievement.

In sum, participation in the full intervention during the elementary grades was predictive of enduring significant positive effects through age 18 years on students» bonds to school, achievement, and school behavioIn sum, participation in the full intervention during the elementary grades was predictive of enduring significant positive effects through age 18 years on students» bonds to school, achievement, and school behavioin the full intervention during the elementary grades was predictive of enduring significant positive effects through age 18 years on students» bonds to school, achievement, and school behavior.

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).