Current educational research informs us that poor teacher
quality affects student learning more than class size, per - pupil spending or socioeconomic status.
The research is clear: Teacher
quality affects student learning more than any other school - based variable (issues such as income and parental education levels are external).
Air
quality affects student achievement.
But teachers have a direct impact on only those students in their classroom; differences in principal
quality affect all students in a given school.
«The conservative estimates are somewhat smaller than those associated with having a highly effective teacher,» they state, «but teachers have a direct impact on only those students in their classroom, whereas differences in principal
quality affect all students in a given school.»
BACKGROUND: School safety and
quality affect student learning and success.
Not exact matches
By increasing the number of
students eligible to enroll in school meal programs and improving the
quality of food served, this legislation simultaneously tackles both hunger and the obesity levels currently
affecting too many communities across this nation.»
Geographic diversity is
affected by
quality - of - life ratings, with increases in the percentage of first - year
students from out of state for schools on the Happy Students (about 3.7 percent) and Most Beautiful Campus (about 2 percent
students from out of state for schools on the Happy
Students (about 3.7 percent) and Most Beautiful Campus (about 2 percent
Students (about 3.7 percent) and Most Beautiful Campus (about 2 percent) lists.
«There is strong evidence that changes in colleges»
quality - of - life and academic reputations
affect both the number of applications that colleges receive and the characteristics of their next incoming classes of
students,» said Reback.
Now we have the privilege of seeing how the gift has also
affected the
quality of the
student experience at the Warren Alpert Medical School, the recruitment of dynamic faculty and the far - reaching potential for current research.»
A recent study published in the journal Social Science and Medicine suggests that teacher burnout is directly associated with increased stress levels in
students, which
affects performance and
quality of life in schools for all.
I explore three broad hypotheses for why African Americans might not have benefited as much as whites from the funding initiatives: 1) kindergarten funding disproportionately drew African Americans out of higher -
quality education settings; 2) instead of raising additional revenue to fund local kindergarten programs fully, school districts offered lower -
quality kindergarten programs to African Americans or moved funds from existing school programs from which African Americans may have disproportionately benefited; and 3) African Americans were more adversely
affected by any subsequent «upgrading» of school curricula as more
students entered elementary grades having attended kindergarten.
This approach to professional development can create inconsistencies across programs and schools and can therefore
affect teacher
quality,
student and parent satisfaction, and learning outcomes.
Teaching
quality is the strongest predictor of
student achievement that schools can
affect.
While the individual characteristics that
students bring to their relationships are very important, we know that as adults, we also bring experiences, beliefs, and characteristics that
affect quality of relationships.
A large body of evidence suggests that differences in
quality between schools
affect how
students learn, but it will take creative policies to tap this potential.
They provide simultaneous feedback on the many different kinds of issues worth raising about a reform — issues about the
quality of implementation, the meaning various actors ascribe to the reform, the primary and secondary effects of the reform, its unanticipated side effects, and how different subgroups of teachers and
students are
affected.
Finally, although the lion's share of teacher -
quality research since the Coleman Report has focused on the connections between teacher
quality and
student test scores, new evidence is shining a light on the extent to which teachers
affect other long - term non-test
student outcomes as well.
New empirical work, using better data (e.g., that enable researchers to estimate the relative impact of factors
affecting student achievement growth from year to year) and more - sophisticated statistical techniques has, in broad terms, reinforced the Coleman Report conclusion that teacher
quality is the most important schooling variable.
Try to think of an education policy that 1) has been shown, in dozens of studies across multiple decades, to positively
affect student outcomes; 2) has the overwhelming support of parents and voters; 3) reinforces many other policies and facilitates
quality research; and 4) has been used widely at the district, state, and national levels for decades or more.
First, compelling new data confirmed that teacher
quality was the most important in - school factor
affecting growth in
student achievement.
Clearly, both the
student population and the
quality of instruction
affect student outcomes, and policies should take both factors into consideration.
In the world of education the Uncertainty Principle could mean that due to these uncertainty relations the act of observation (or a standardised test)
affects the
quality of the object (
student learning) of education.
That's
affecting me, and more importantly my
students, in ways that I find contrary to
quality teaching.
The
quality of a nation's teaching force also
affects student performance and therefore must be controlled for.
Obviously, teacher
quality is not the only factor that
affects student achievement.
It identifies lighting, indoor air
quality, thermal comfort and acoustics as key areas where sustainable improvements can positively
affect students.
Four
students can shoot at the same time the recommended Maximum Group Size is 24
students, the
quality of the session is
affected if the group size is too large.
As the evidence presented in Vergara v. California overwhelmingly demonstrated, teacher
quality is the most important in - school factor
affecting student success.
Importantly, with the recognition of the importance of teacher
quality has come a new interest in how labor laws and teacher contracts
affect student outcomes.
An increased share of disadvantaged
students could
affect overall district test scores, but with a gradual demographic shift, changes might be small or imperceptible from year to year and don't necessarily indicate changes in school
quality, said Michael Hansen, director of the Brown Center on Education Policy at the Brookings Institution.
Successful union - management collaboration in public school reform must focus on substantive areas
affecting the
quality of teaching or
student achievement.
The city's efforts to dramatically expand high
quality summer learning slots began when the mayor and superintendent came together to find out whether and how summer learning loss — a topic gaining increasing amounts of national attention —
affected Providence
students.
This helps account for at least some of the trauma and disruption caused by the storms, the
quality of schools
students attended in other regions while their local schools were closed, and any changes in the state tests and state education policies that
affected both groups.
Even with potential for longer - term gains, short - term disruptions can negatively
affect students and communities already skeptical of low -
quality public services.
Their knowledge and instructional leadership critically
affect teaching
quality and
student outcomes.
The issue of teacher
quality has been the focus of discussion and debate time after time, since the classroom teacher is widely regarded as the most influential school - related factor that
affects student achievement (Mendro, Jordan, Gomez, Anderson, & Bembry, 1998; Muijs & Reynolds, 2003; Stronge, Ward, & Grant, 2011).
His philosophy reflects research showing teacher
quality is the most important in - school factor
affecting student learning.
To that end, the
Quality Schools Program provides a three - year, comprehensive approach to charter school development and implementation that leverages continuous improvement efforts to positively
affect students, teachers and leaders.Teams interested in the
Quality Schools Program should contact Dr. Ildi Laczko - Kerr,
[email protected] or 602-944-0644.
Social and emotional learning programs are designed to improve the
quality of social interactions in schools and classrooms in order to positively
affect students» social, emotional, and academic
The reality is that schools serving high proportions of black and Latino
students — typically in low - income communities — tend to suffer from a range of stresses that
affect the
quality of the education they can provide, including factors such as high teacher turnover, shortages of basic materials, fewer counselors, overcrowding, and poorly maintained facilities.
STEMM is an AmeriCorps program, supporting schools across the Tucson area with high
quality mathematics mentors and tutors (U of A
students) in order to
affect the greatest impact on youth.
Our faculty are leading impactful investigations, such as how to measure effective teaching for
students with disabilities, how to improve school capacity to implement
quality health programs and activities, and how pre-service teachers» conceptions of equity
affect the teaching and learning of mathematics.
A recent study by TNTP showed that teachers who
affected higher outcomes for
students also exhibited other positive
qualities, according to surveys of the
students in their classrooms.
Originally seen as a challenge to teacher seniority, Reed vs. California was filed in 2009 by the ACLU on behalf of
students at three low - income schools against the state and the LA Unified school district, alleging that widespread seniority - based layoffs enacted during the budget crisis of 2008 — 2009 disproportionately
affected low income and minority
students, depriving them of equal access to a
quality education.
Staffing patterns can significantly
affect educators» efforts to provide high -
quality instruction and create positive teacher /
student relations in the middle grades.
This program is a model program that engages
students in identifying and researching issues that
affect the
quality of education in their schools and elsewhere in the state.
Efforts to continuously improve teaching
quality will not only
affect the greatest number of
students, but such efforts also hold promise for redirecting teacher evaluation away from «identify and punish» tactics toward collaborative studies of improvement grounded in evidence of
student learning, thus revitalizing schools as effective learning organizations.
Agile Assessment provides educators with flexible tools for creating high -
quality formative assessments and for capturing real - time data that can be used to
affect student learning every day.
A high -
quality teacher can make all the difference to a
student who is struggling, according to a growing body of research that has found teachers are the largest in - school factor
affecting student achievement.