Sentences with phrase «pupils in class sizes»

Last month he said progress was being made with council umbrella body Cosla towards having 20 % of primary one to three pupils in class sizes of 18 or fewer.

Not exact matches

This year the state returns to more familiar territory, with some of the nation's largest class sizes, near the lowest per - pupil spending and a finish in the bottom tier for the category.

He was rewarded with extra funding to cut class sizes, and subsequently there has since 1997 been a massive increase in literacy and numeracy, and there are 42,000 more teachers than in 1997, with doubled spending per pupil in frontline [clarification needed] schools (and over 100,000 teaching assistants) through to 2010.

A report published in December 2011 by the Department for Education looked at the impact of a rising birth rate on pupil numbers and how that could affect class sizes and educational outcomes.

suggests that class size reduction policies are not the best option in terms of value for money to raising pupil attainment, compared to others such as increasing teacher effectiveness.

«So if ending tax credits for high earners is the price we pay for cutting class sizes and investing in disadvantaged pupils, so be it.

The manifesto also proposed a large increase in public spending on education, which would allow for the school leaving age to be increased to 18 and reduce average class sizes to 19 pupils.

Bulging class sizes, stagnant salaries, fewer teachers and limited supplies of everything from books to copy paper: That is what the reduction in per - pupil state funding looks like in thousands of classrooms around the country since the Great Recession — despite a much vaunted economic recovery.

Troubling, though, is the fact that 35 percent of the climate grade depends on having classes smaller than 25 pupils, which means that QC has taken sides in the great class - size debate, notwithstanding the rivers of doubt that Hoover Institution economist Eric Hanushek and others have poured on the notion that smaller classes are an efficient means of boosting achievement.

In the past decade, monitoring the provision of quality education primarily meant tracking inputs into schools such as per pupil educational expenditures, number fo trained teachers, class sizes and teacher - pupil ratio, instructional time andaccess to ICT.

Dr Nick Smith, principal at Oxford Home Schooling, said: «The number of pupils per qualified teacher in a country directly affects schools» abilities to employ enough teachers to keep class sizes at manageable levels.

They also do not differ significantly in their initial per - pupil spending, average class size, percentage of students receiving subsidized school lunches, percentage of students with limited English proficiency or disabilities, and the mobility of their student populations.

After controlling for average class size, per - pupil spending in 1998 - 99, the percentage of students with disabilities, the percentage of students receiving a free or reduced - price school lunch, the percentage of students with limited English proficiency, and student mobility rates, high - scoring F schools achieved gains that were 2.5 points greater than their below - average D counterparts in reading (see Figure 2).

Moreover, the figures show that the average size of a primary school in the UK has increased by 30 pupils, which, in most schools equates to an extra class.

Data from the federal 2000 Schools and Staffing Survey put the average elementary - class size in the state at 17.9 pupils, one of the lowest averages in the nation.

On the plus side, the average class size for elementary school classes in Louisiana is 18.9 pupils, lower than the national average of 21.2.

• too much school time is given over to test prep — and the pressure to lift scores leads to cheating and other unsavory practices; • subjects and accomplishments that aren't tested — art, creativity, leadership, independent thinking, etc. — are getting squeezed if not discarded; • teachers are losing their freedom to practice their craft, to make classes interesting and stimulating, and to act like professionals; • the curricular homogenizing that generally follows from standardized tests and state (or national) standards represents an undesirable usurpation of school autonomy, teacher freedom, and local control by distant authorities; and • judging teachers and schools by pupil test scores is inaccurate and unfair, given the kids» different starting points and home circumstances, the variation in class sizes and school resources, and the many other services that schools and teachers are now expected to provide their students.

The analysis also incorporates data from the National Center for Education Statistics on the racial / ethnic composition of each school, the percentage of students eligible for free or reduced - price lunch (an indicator of family poverty), the average number of students in each grade (a measure of school size), and the school's pupil - teacher ratio (an measure of class size) in the 2007 - 08 school year.

We find little support for the notion that differences in resources, such as per - pupil expenditures and class size, could explain the middle - school achievement gap.

Declines in the relative quality of teachers, reductions in class size, and growth in per - pupil spending can all be traced to the same source — growing demand for skilled workers outside education.

The research summarized here contends that declines in the relative quality of teachers, reductions in class size, and growth in per - pupil spending can all be traced to the same source — growing demand for skilled workers outside education.

And pupil - teacher ratios have fallen by almost 50 percent due to investments in class - size reduction and an increase in the number of teachers who are not assigned to full classrooms (see Figure 2).

Such cuts would only move schools back to where they were before the recession in terms of class sizes and pupil - teacher ratios.

According to data from the federal 2000 Schools and Staffing Survey, the average elementary - class size in the state is 19.4 pupils, lower than the national average of 21.2 pupils.

The Education Next research article «Stuck in the Middle,» featured in the Fall 2010 issue of Education Next, finds that the steep drop - off in middle - school students» academic achievement may be linked to the larger number of students in each grade level but can not be explained by differences in per - pupil spending or class size, which were similar in middle and K - 8 schools.

A comparison of these variables in District 2 indicates that both lower class sizes and higher salaries in the noncore courses contributed to the differences in per - pupil course spending (see Figure 2).

Future research should more fully explore these mechanisms, in particular, the finding of increased per - pupil spending, to determine whether these might be explained by smaller class sizes or changes in the composition of the teaching force at district schools.

At 23.9 pupils in a class, according to the federal 2000 Schools and Staffing Survey, the state is tied for the second - largest class size in the nation.

Witness also its finding that it is particularly important to reduce class sizes in states that begin with high average pupil - teacher ratios.

[vii] The SIG grants in California averaged approximately $ 1,500 per pupil, so the program was costly, but the benefits were greater than other popular approaches, such as class size reduction, even on a per - dollar basis.

Examining 277 separate studies on the effect of teacher - pupil ratios and class - size averages on student achievement, he found that 15 percent of the studies found an improvement in achievement, while 72 percent found no effect at all — and 13 percent found that reducing class size had a negative effect on achievement.

Antonio co-authored landmark legislation that lowered class sizes in grades K through 3 while ensuring the state increased per - pupil spending by $ 2.5 billion for K - 12 education.

It concluded that «class size reduction policies are not the best option in terms of value for money to raising pupil attainment, compared to others such as increasing teacher effectiveness».

He examined 277 different studies on the effect of teacher - pupil ratios and class - size averages on student achievement, he found that 15 percent of the studies found an improvement in achievement, while 72 percent found no effect at all — and 13 percent found that reducing class size had a negative effect on achievement.

«Broadly evidence suggests that class size reduction policies have an uncertain and diminishing effect on pupil achievement in the long run.»

He examined 277 different studies on the effect of teacher - pupil ratios and class - size averages on student achievement, and found that only 15 percent of the studies indicated an improvement in achievement, while 72 percent showed no effect at all.

In 1998, he released the results of his research that examined 227 separate studies on the effect of teacher - pupil ratios and class size averages on student achievement.

To what extent is the large variation between pupils» maths achievement within classes a result of widening access, large class sizes and a lack of tracking in the education system?

Labour's plan is to reduce class sizes to «under 30» for infants, which means that schools would have to ensure there are no more than 29 pupils in any infant class.

State Superintendent of Public Instruction Larry K. Shumway had figures from the National Assessment of Educational Progress (NAEP) on Utah student performance in math, science and language arts compared with states with similar scores and then cross-referenced with class size and per - pupil funding.

Examining the effect of class size on classroom engagement and teacherepupil interaction: Differences in relation to pupil prior attainment and primary vs. secondary schools by Peter Blatchford, Paul Bassett, Penelope Brown

In the report, the authors study several factors including what they defined as human resources; pupil to teacher ratios, average class sizes and teacher wages as they relate to quality.

In the latest by CNBC, Utah comes in 46th in education based upon four factors: test scores, per - pupil funding, class size and concentration of institutions of higher educatioIn the latest by CNBC, Utah comes in 46th in education based upon four factors: test scores, per - pupil funding, class size and concentration of institutions of higher educatioin 46th in education based upon four factors: test scores, per - pupil funding, class size and concentration of institutions of higher educatioin education based upon four factors: test scores, per - pupil funding, class size and concentration of institutions of higher education.

Class size, instructional materials, technology, infrastructure, even leadership — they are part of the picture, yes, but they pale in comparison to what can be accomplished when a fine teacher meets a willing and able pupil.

In districts with low enrollment, fixed costs are spread across fewer pupils, and class sizes in required courses may be so small as to further increase per pupil costIn districts with low enrollment, fixed costs are spread across fewer pupils, and class sizes in required courses may be so small as to further increase per pupil costin required courses may be so small as to further increase per pupil costs.

The Scottish government said the move was «an important stepping stone» towards its target of class sizes of 18 or fewer for all pupils in the first three years of primary.

Unless this crisis is addressed head on, pupils will be in bigger class sizes or face being taught by people without teaching qualifications.

Primary pupils who took this year's key stage 2 SATs tests in small class sizes performed the same as their peers in larger cohorts, according to new government data.

It adds: «With pupil numbers in secondary schools set to increase, it is unlikely that teaching timetables can be reduced if teacher numbers do not keep pace and there is not an increase in class sizes.»

A further breakdown of class sizes revealed that small year 6 classes of one to 15 pupils achieved an average scaled score of 104 in reading, and 103 in writing and maths.