And a new study from the National Center on Performance Incentives at Vanderbilt University — although not studying the important question of whether teachers who receive high scores on TAP evaluations tend to produce greater gains in their students» test scores — found that a small sample of secondary schools using TAP
produced no higher levels of student achievement than schools that hadn't implemented the TAP program.
Not exact matches
For example, a quasi-experimental study by the Educational Testing Service found that teachers with a
high level of engagement in a large - scale mentoring program (California Formative Assessment and Support System for Teachers) improved both teaching practices and
student achievement,
producing an effect size equivalent to half a year's growth (Thompson, Goe, Paek, and Ponte, 2004).
Rigorous studies consistently show that the impact
of a more - effective teacher is substantial A
high - performing teacher, one at the 84th percentile
of all teachers, when compared with just an average teacher,
produces students whose
level of achievement is at least 0.2 standard deviations
higher by the end
of the school year.
This fourth step measured which schools
produced the best college -
level achievement for the
highest percentages
of their
students.
Evaluation
of the National Assessment
of Educational Progress (2009) addresses issues identified by Congress concerning the quality
of the National Assessment
of Educational Progress (NAEP), including whether NAEP is properly administered,
produces high quality data that are valid and reliable, and is consistent with relevant widely accepted professional assessment standards; and whether
student achievement levels are reasonable, valid, and reliable.
For example, most East Asian countries, many
of which
produce high performing
students, have used their «examination - driven and
achievement - oriented» learning environments to teach and measure social emotional learning skills at a nationwide
level.