Certified teachers not only
produce higher achieving students, but, conversely, teachers without certification showed significant negative effects on student achievement (Darling - Hammond et al., 2005).
Not exact matches
Our schools are
producing fragile, stressed - out
students who
achieve at
high levels but at a
high cost.
Earlier this year, we published a report
produced by a team of volunteer economists from Pro Bono Economics, which revealed that
students who have taken a CREST Silver Award
achieved half a grade
higher on their best science GCSE result and were more likely to continue with STEM education, compared to a matched control group.
Speaking at the launch of the OECD's «Education at Glance» report, which compares education systems around the world, Schleicher noted that selection was widely used in countries such as Germany and Switzerland and has not been proven to
produce high -
achieving students.
An earlier study by Peterson, Hanushek, and Ludger Woessman looked at which countries — and which U.S. states — were
producing large numbers of
high -
achieving students in math.
Similarly, in a 1999 National Review article, Danielle Dunne Wilcox and Chester Finn wrote, «After a dozen years of R & D and the investment of $ 120 million, [the NBPTS] can not demonstrate that its blue - ribbon winners actually
produce higher -
achieving students.
Dedicated educators who have a passion for their subjects have the ability to profoundly influence learning experiences and
produce intellectually curious,
high -
achieving students.
In both reading and math, in raw numbers, the United States
produces more
high -
achieving Hispanic
students than Asian
students.
To see how well schools in the United States do at
producing high -
achieving math
students, we compared the percentage of U.S.
students in the
high - school graduating Class of 2009 with advanced skills in mathematics to percentages of similarly
high achievers in other countries.
And countries such as Germany and Switzerland, where selection was widely used, were not more likely to
produce high -
achieving students.
Fulfillment Fund (CA): Helps promising, yet educationally underserved and economically disadvantaged
students achieve high school graduation and access to and completion of
higher education through programs that also
produce systemic change.
Multi-classroom leaders who
produced high - growth
student learning as teachers help whole teams of teachers
achieve student learning growth matching or approaching that of excellent teachers.
We know that teaching is a complex intellectual activity and that teachers who think at
higher levels
produce students who are
higher achieving, more cooperative, and better problem solvers.
For example, a
student who is
achieving at a low level may or may not benefit by transferring to a school that is
producing high gains only with
high achieving students.
The same can be said of a
high achieving student who transfers to a school that is
producing high gains with low
achieving students.
Simple value - added models that control for just a few tests scores (or only one score) and no other variables
produce measures that underestimate teachers with low -
achieving students and overestimate teachers with
high -
achieving students.
That said, the
highest - quality research studies find that charter schools tend to
produce greater gains in math and reading test scores for traditionally disadvantaged
students, compared to the gains these same
students would
achieve if they attended a traditional public school.
Further, charter schooling may
produce improvements in the broader education system by creating an environment where schools must compete for
students; to attract
students, schools must maintain a
high level of quality.2 And though results vary among schools, states, and
student subgroups, on average charter schools
achieve positive results relative to traditional public schools, particularly with traditionally underserved
student groups.
Yet even in the face of these challenges, many urban schools provide a
high - quality education and
produce high -
achieving students.
The authors embark on a study of twelve countries and regions to address these issues, exploring the structures and practices that enable some countries to
produce a
higher proportion of
high -
achieving students than the United States and to more equitably represent disadvantaged
students among their top scorers.
These are countries that consistently
produce high -
achieving, well - prepared
students.
Law Schools attending for OCIs in 2017: University of California, Berkeley; University of California, Davis; University of California, Hastings; University of California, Irvine; University of California, Los Angeles; University of Chicago; Columbia; Cornell; Duke; Fordham; George Washington; Georgetown; Harvard; Hofstra; University of Houston; Howard University; Loyola Law School; University of Michigan; Northwestern; New York University; University of Pennsylvania; Stanford; University of Southern California; University of Texas; University of Virginia Summer details Summer associate profile: Pillsbury seeks energetic,
high - performing
students who possess sound judgment, determination, common sense, excellent interpersonal skills, the ability to inspire confidence and the drive to
produce high quality work and
achieve outstanding results.