Sentences with phrase «poverty on student achievement»

When it's time to examine the impacts of poverty on student achievement, the conservative (whose parents paid for college) works alongside the woman from the trailer park.

«If one school can overcome the pervasive effect of poverty on student achievement, shouldn't any school be able to do the same?»

Researchers Craig Howley, of Ohio University and the Appalachia Educational Laboratory, and Robert Bickel, of Marshall University, set out to find out whether smaller schools could reduce the negative effects of poverty on student achievement.

Like the Howley and Bickel studies linking small schools to reducing the impact of poverty on student achievement, the Chicago study also found the connection.

The separate studies credit small schools with reducing the negative effects of poverty on student achievement, reducing student violence, increasing parent involvement, and making students feel accountable for their behavior and grades.

Not exact matches

Depending on how many students at a given school live in poverty, strong parental networks have a favorable or inhibiting effect on the academic achievements of their children.

Evidence on the achievement effects of desegregation by income is limited by both an absence of detailed information on family income (including indicators for severe poverty or high income) and the difficulty in separating the effects of students» own circumstances from the influences of peers.

As our schools serve greater numbers of Hispanic students and fewer whites, for example, we should expect achievement to decline somewhat because Hispanic students, who are more likely to live in poverty, tend to perform at lower levels, on average, than whites.

In high - poverty schools, we estimate that the overall effect of all teacher turnover on student achievement is 0.08 of a standard deviation in math and 0.05 of a standard deviation in reading.

The federal role in education has been a growth industry since at least the Johnson administration, when the Elementary and Secondary School Act (ESEA, now the Every Student Succeeds Act, ESSA) was passed as a part of the War on Poverty, with a focus on closing the achievement gap and equalizing funding between the rich and the poor.

Rothstein continually asks whether schooling is the most effective way to elevate students from poverty and launch them on a road to higher academic achievement.

It is thus quite ironic that 21st - century references to Coleman regularly claim that he showed the major impact poverty had on student achievement.

If reducing poverty and lifting student achievement are the goals, dollars would be better allocated by cutting the taxes on earned income paid by two - parent, working families with children.

He suggests that schools can have only a limited influence on closing the achievement gap between students who live in poverty and their more affluent peers unless school improvement is combined with broader social and economic reforms.

As educators, in order to be responsive to the needs of our students, it is helpful to consider the constraints that poverty often places on people's lives, particularly children's, and how such conditions influence learning and academic achievement.

The suit filed in state Supreme Court in Albany by the STA and about 30 city teachers, and supported by New York State United Teachers, argues SED did not properly account for the devastating effects of student poverty on achievement when it set growth scores on state tests in grades 4 - 8 math and English Language Arts.

Students in KIPP schools may be surrounded by classmates who are, on the whole, more supportive of academic achievement than peers in traditional public schools with similar poverty rates.

Focus Areas: «Student Social - Emotional Challenges» «Children in Poverty Are Children At Risk» «The Impact of Equity on Student Achievement»

These studies showing the direct positive effects of raising household income — even by small amounts — on student achievement make it plain that reducing poverty through stable, living wage jobs for all working families would also help improve educational outcomes.

The strategy is becoming all too clear — ignore poverty, blame the effects of poverty on teachers, maintain the public perception of failing teachers and schools with an A-F formula that is designed to rank order students so that the bottom 33 percent will always exist (no matter how much achievement gains are made), use it to designate teachers and schools with low grades, then create a red herring for an impatient public by offering a placebo known as charter schools and school choice to appease them.

Why: School and district level collaborative partnerships result in improved student achievement, minimizing the impact of poverty on student learners and decreasing teacher turnover.

NASSP recognizes that successful schools, particularly schools serving large numbers of high - poverty students and students of color, have placed an emphasis on literacy instruction and achievement (NASSP, 2005).

«Given the strong influence of poverty on student academic achievement, these changes have increased the challenge of improving student outcomes in IPS,» the report read, promising a plan to cultivate schools capable of erasing the achievement gap associated with inner city schools where high levels of poverty and greater racial diversity exist.

This implies that poverty has an enormous impact on student achievement.

The effects of poverty on children matter in regard to student achievement.

Bright Futures USA, a new non-profit organization started by Missouri's Joplin Public Schools, plans to tackle poverty's stranglehold on student achievement across the U.S.

The Capital Area Region and the Utica Area Region collected data that provided indicators of success and impact on student achievement using the Instructional Strategies from Engaging Students with Poverty in Mind after offering distance learning workshop from the Teaching is the Core Grant.

Although poverty can never be an excuse for lack of achievement, neither can its effects on student learning be ignored....

As a result of this type of support from Congress, state legislatures, and philanthropic organizations, a steadily increasing number of principals will be affected by compensation systems that offer additional compensation based on student achievement, professional knowledge and skills, and service in high - poverty and other hard - to - staff schools.

We did the same thing at the school level, to be certain that we ruled out school - level factors that might have impacted instruction and hence, achievement, such as proportion students of color, school size, poverty level, and how well students had done on the assessments the prior year.

Despite growing poverty, my great elementary school consistently scores well on standardized measures of achievement and surveys of student, community, and teacher satisfaction.

This goes for all races, but the trend is that many of the students with families living in poverty drop out of high school, or are just not getting the right education needed and end up on the lowest part of the achievement gap.

This implies that high - poverty schools are, on average, much less effective than lower - poverty schools, and suggests that strategies that reduce the differential exposure of black, Hispanic, and white students to poor classmates may lead to meaningful reductions in academic achievement gaps.

Despite high levels of poverty in their communities, these schools have sustained improvements on multiple measures of student success (achievement test scores, graduation rates, attendance rates, and behavior measures); and national and state organizations have recognized and honored them for their achievements.

Middle - class schools are 22 times as likely to be high performing as high - poverty schools, in part because disadvantaged students face extra obstacles, but in part because economic segregation has an independent, negative effect on student achievement.

Dr. Montecel's address,» Framing Systems Change for Student Success,» was part of a panel on the most promising strategies to improving achievement in high poverty schools.

Ryan J. Smith is executive director of The Education Trust — West, a research and advocacy organization focused on educational justice and the high academic achievement of all California students, particularly those of color and living in poverty.

Fiske and Ladd argue that North Carolina's letter grades fail to account for the impact that poverty has on academic achievement, and that wrap - around services, like summer enrichment programs and health clinics, are critical to seeing broad - scale improvement in students» learning gains.

A high - poverty, previously low - performing elementary school in Maine shifted its from looking mainly at achievement and test scores to focusing on ways to create motivated, confident, engaged students.

Other education stories rich in data visualization that come to mind include the Tampa Bay Times» Failure Factories series, the WBEZ / Southtown Daily Star series on poverty and student achievement.

Organized by the Community Coalition, the groups presented a comprehensive, data - driven «Student Need Index» that uses environmental, social and academic factors known to impact student achievement — such as poverty and violence — to produce a district - wide ranking of schools based oStudent Need Index» that uses environmental, social and academic factors known to impact student achievement — such as poverty and violence — to produce a district - wide ranking of schools based ostudent achievement — such as poverty and violence — to produce a district - wide ranking of schools based on need.

Table 3: Percentage of New York City Students Failing to Meet Proficiency on Achievement Exams by Test and Poverty Decile, 2000 and 2005

The report found that «a more positive school climate is related to improved academic achievement, beyond the expected level of achievement based on student and school socioeconomic status backgrounds,» and can mitigate the negative effects of poverty on academic achievement.

Now when we talk about education in Oregon, we talk about focusing on strategies for closing the achievement gaps, the graduation gaps and the opportunity gaps that disproportionately affect underserved students of color, English Language Learners (ELL), LGBTQ2 + students, students living in poverty, students with disabilities, first - generation post-secondary students and students in foster care.

However, the connections manifested at lower levels than other critical factors influencing teachers» decisions to remain in a school, including the percentage of teachers on emergency credentials, student poverty levels, school size, and school designation levels for student achievement.

Parsing the data on student achievement in high - poverty schools.

Demographics are not destiny in student achievement, according to an expert who spoke at NSBA's pre-conference session on Friday called «Disrupting Poverty: Turning High - Poverty Schools into High - Performing Schools.»

The current system, with its heavy focus on student achievement scores, results in predictable patterns linked to poverty rather than the contributions of schools.

Much like the federal Equity and Excellence Commission, we approached our challenge by taking a broad view of the evidence on what can move the needle on student achievement, particularly for students living in poverty.

Educational outcomes are shaped by many factors, but research shows that teacher quality is the most important in - school factor influencing student achievement.59 Of course, other out - of - school factors, which are often caused by poverty, can also influence student outcomes.60 Because teacher quality has been shown to have a measurable impact on standardized test scores, some academics have started trying to directly measure the impact of Act 10 on student outcomes by examining how students fared on standardized tests after its passage.