Sentences with phrase «reading outcomes for all students»

David Figlio concluded that the Florida Tax Credit Scholarship program had a statistically significant positive effect on reading outcomes for students close to the program's income eligibility cutoff.

Highlights from our 2013 annual report include the innovative research alliances that are guiding the work of the Regional Educational Laboratories, the regional concerns addressed by the Southeast and Texas Comprehensive Centers, and the Center for High - Performing Schools» research - based strategies to support improved reading outcomes for students in New Mexico.

When core reading instruction is planned, implemented and evaluated carefully, it will result in better reading outcomes for all students.

For more information on this research, see «Grouping Practices and Reading Outcomes for Students with Disabilities,» by Batya Elbaum, Sharon Vaughn, Marie Hughes, and Sally Watson Moody in Exceptional Children, 65 (3), Spring 1999.

«This is a very exciting opportunity to conduct a relatively unique approach to better understanding whether we can both reduce anxiety and improve reading outcomes for students with significant reading problems,» Grills said.

The research shows that these alternative groupings produce better reading outcomes for students with and without disabilities than whole - class instruction.

Not exact matches

Even if we ignore the fact that most portfolio managers, regulators, and other policy makers rely on the level of test scores (rather than gains) to gauge quality, math and reading achievement results are not particularly reliable indicators of whether teachers, schools, and programs are improving later - life outcomes for students.

Harvard Graduate School of Education will work with the Strategic Education Research Partnership and other partners to complete a program of work designed to a) investigate the predictors of reading comprehension in 4th - 8th grade students, in particular the role of skills at perspective - taking, complex reasoning, and academic language in predicting deep comprehension outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning, academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components of the proposed work: Instrument development: Pilot data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding of the pilot data so as to produce well - justified learning sequences for perspective - taking, complex reasoning, academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development of a discussion - based curriculum for 4th - 5th graders, and to the expansion of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus on science content (Fischer), social studies content (Selman), and academic language skills (Snow & Uccelli).

U.S. Schoolchildren Tumble in International Reading Exam Rankings, Worrying Educators (The Washington Post) Marty West discusses the impact the Great Recession may have had on school systems and what that means for improving educational outcomes for the most challenged students.

In a 2015 report, Stanford University's Center for Research on Education Outcomes (CREDO) found that the average charter - school student in the Bay Area attained significantly more growth in reading and math than similar students in nearby district schools — and that this difference increased the longer he or she stayed in a charter school.

And policymakers could stand to read these briefs as well to simplify archaic, input - based regulations that don't further educational outcomes for students given today's world — but create a lot of headaches for the educators serving them.

Similarly, the Stanford University Center for Research on Education Outcomes [4] found in a 2013 study that after only a year, New York City charter school students gained substantially more in reading and math than their traditional school peers.

Stanford University's Center for Research on Education Outcomes (CREDO) found that NYC charter students gained an additional one month of learning per year in reading over their district - school peers; in math the advantage was five months of additional learning each year.

We examined five outcomes for students: knowledge of play plots and vocabulary, tolerance, Reading the Mind in the Eyes Test (RMET), desire to participate in theater, and interest in viewing theater.

According to a 2015 study by the Center for Research on Education Outcomes (CREDO) at Stanford University, students enrolled in urban charter schools gained 40 additional days of learning in math per year and 28 additional days in reading compared to students in district schools.

Creating social - emotional learning (SEL) programs that deliver positive outcomes for large numbers of students requires (1) user - friendly lessons that teachers can easily fit into... Read More

[23] The designated ESEA requirements that can be set aside in states that obtain such waivers include some of the most significant outcome accountability requirements, such as the requirement that states set performance standards for schools and LEAs aiming toward a goal of 100 percent student proficiency in reading and mathematics by the end of the 2013 - 14 school year and take a variety of specific actions with respect to all schools and districts that fail to make adequate yearly progress toward this goal.

However, educational outcomes in reading and math, as well as graduation rates, for students with disabilities continue to lag.

For example, that same study following 2.5 million students found that an English teacher who raises students» reading test scores by the same amount as a math teacher raises students» math test scores has an impact on long - term life outcomes approximately 1.7 times that of the math teacher.

A study by Stanford's Center for Research on Education Outcomes (CREDO) finds that over the course of three years, Texas charter school students on average gained the equivalent of 17 more days of reading instruction per year than their district school peers.

The results in reading outcomes were somewhat better for the voucher students under study, where they recovered by year three and outperformed the matched comparison group in year four (the year four estimate of 0.13 standard deviations was marginally statistically significant).

The Mathematica Policy Research report found that, after three years in the schools, students showed gains in math equal to 1.2 years of extra instruction and in reading almost a full extra year of improvement compared to outcomes for students in schools with similar demographics.

Making reading practice a system - wide objective may be one of the most important things we can do for our students» long - term outcomes, especially when we combine it with high - quality instruction and effective reading curricula.

Regardless of whether one feels that a general lack of positive outcomes tends to discredit these programs, one can not overlook the fact that the reports about their effectiveness consistently identify three specific opportunities to increase reading achievement: an increased availability of high interest books, sustained wide area reading, and opportunities for students to share their reading experiences with others (Eriksson, 2002; Krashen, 2002).

The role of speech pathologists in the early identification of children with language problems which could lead to interventions which might prevent or ameliorate subsequent reading problems was noted, and the LDA submission put the view that more routine collaboration between speech pathologists and educators could improve literacy outcomes for all students.

If a teacher who is very good at teaching one topic is also very good at teaching another — if her value - added measures are similar across topics — we might be comfortable using value - added measures based on a subset of student outcomes, for example, just math or just reading.

For years, many states and districts have recognized the Read more about Lifelong Learners: How Redefining Professional Learning Leads to Stronger Teachers and Improved Student Outcomes -LSB-...]

Under the supervision of the Principal and Student Services Manager, Education Specialist is responsible for the success of students in the primary academic areas (reading, writing, language, and / or math, etc) through implementing Voices approved curriculum; documenting teaching and student progress / activities / outcomes; modeling the necessary skills to perform assignments; providing a safe and optimal learning environment and providing feedback to students, classroom teachers, parents and administration regarding student progress, expectations, goalStudent Services Manager, Education Specialist is responsible for the success of students in the primary academic areas (reading, writing, language, and / or math, etc) through implementing Voices approved curriculum; documenting teaching and student progress / activities / outcomes; modeling the necessary skills to perform assignments; providing a safe and optimal learning environment and providing feedback to students, classroom teachers, parents and administration regarding student progress, expectations, goalstudent progress / activities / outcomes; modeling the necessary skills to perform assignments; providing a safe and optimal learning environment and providing feedback to students, classroom teachers, parents and administration regarding student progress, expectations, goalstudent progress, expectations, goal, etc..

Utilizing scientifically - based core reading instruction is important because this instruction provides the initial foundation for all students» reading outcomes.

Today, the Center for Research on Education Outcomes (CREDO) released a ground - breaking report on virtual schools which found student outcomes at virtual schools lag dramatically behind both traditional public schools and peer... ROutcomes (CREDO) released a ground - breaking report on virtual schools which found student outcomes at virtual schools lag dramatically behind both traditional public schools and peer... Routcomes at virtual schools lag dramatically behind both traditional public schools and peer... Read More

In the resulting years, the importance of having «core» reading instruction as the starting point for all students» reading instruction has been affirmed in the research conducted to evaluate many different efforts to improve reading outcomes.

Across the country, states are adopting a number of different strategies to improve outcomes for students: third grade reading requirements, literacy initiatives, new assessment and accountability systems, plus an increased focus on data - driven decision - making are changing how districts approach teaching and learning for all students.

The Native Community strongly recommends integrating Native language and culture (NLC) into reading instruction to improve outcomes for American Indian / Alaska Native (AI / AN) students.

The study, completed by Stanford's Center for Research on Education Outcomes, found that, in a 180 - day academic year, virtual charter students lagged behind their peers by an average of 72 days in reading, and 180 days in math.

The What Works Clearinghouse review of Spelling Mastery for the Students With Learning Disabilities topic area includes student outcomes in nine domains: alphabetics, reading fluency, reading comprehension, general reading achievement, mathematics, writing, science, social studies, and progress in school.

Outcomes of learning: Results from the 2000 program for international student assessment of 15 - year - olds in reading, math, and science.

A independent national study released this year by the Center for Research on Education Outcomes shows charter school students have greater learning gains in reading than their peers in traditional public schools.

Third - party research has shown EL Education's ability to improve student outcomes: For example, a study by leading research organization Mathematica Policy Research found that students in EL Education schools gained an extra seven months of learning growth in reading after three years.

The researchers examined outcomes for students who participated in the equivalent of «buddy reading» with a more proficient peer.

Whether a teacher works in a general education or special education setting, public or private school, with dyslexics, struggling readers or skilled readers, all teachers need to be trained in the science of reading to improve the outcomes for all students.

The Relationship between Implementation of Collaborative Strategic Reading and Student Outcomes for Adolescents with Disabilities.

According to Roughton, the district's focus on chronic absence was prompted by a New York Times article on the impact of chronic absenteeism on student outcomes.1 The article made clear that all absences, not just unexcused absences, can negatively impact reading rates and can increase dropout rates for students.

A 2011 report (PDF) by Stanford's Center for Research on Education Outcomes (CREDO), using a different methodology, indicated students in Pennsylvania's online charter schools «have significantly smaller gains in reading and math than those of their traditional public school peers.»

Expected outcomes for students — as measured by state tests — are improved reading comprehension, speaking and listening competencies, oral and written production of English, and content understanding.

Allocating instructional time for reading in and of itself will not be sufficient to improve outcomes for students.

She has conducted programmatic research on assessment methods for enhancing instructional planning and on instructional methods for improving reading and math outcomes for students with learning disabilities.

OAKLAND, CA — The Black Teacher Project, a national organization with programming in Oakland, CA, San Francisco, CA and New York, NY, is excited to announce the development of Institutional Transformation, a new project that will result in more positive work environments for Black teachers, improved leadership capacity, and ultimately improved learning outcomes for... Continue reading Black Teacher Project to Improve Student Outcomes by Facilitating Supportive Workplaces for Black Teoutcomes for... Continue reading Black Teacher Project to Improve Student Outcomes by Facilitating Supportive Workplaces for Black TeOutcomes by Facilitating Supportive Workplaces for Black Teachers →

Research from the Center for Research on Education Outcomes at Stanford University reveals that only 29 percent of charter schools outperform district schools in math for demographically similar students and that only 25 percent do so in reading (Cremata et al., 2013).

A 2015 study on urban charter schools by the Center for Research on Education Outcomes at Stanford University found that D.C. charter students are learning the equivalent of 96 more days in math and 70 more days in reading than their peers in traditional public schools.

Analysis of the early reading program identified five key elements of school operation: focus on student outcomes; multiple reading programs in every classroom; shared responsibility for student success; strong leadership at school and classroom levels; and a veteran, knowledgeable staff.