Sentences with phrase «reform on student achievement»

C - SAIL Co-Director Mengli Song summarizes the available research evidence on the impact of college - and career - readiness / Common Core standards on student achievement and the challenges related to estimating the impact of standards reform on student achievement.

In a study published in Education Next earlier this month, Doug Harris looks at the impact of school reforms on student achievement across the school district in New Orleans.

The most significant finding was «the positive effects of closure and takeover in New Orleans explain 25 to 40 percent of the total effect of the New Orleans post-Katrina school reforms on student achievement.»

Not exact matches

The Obama agenda has focused almost exclusively on systemic school reform to address the achievement deficits of disadvantaged students: standards, testing, teacher evaluations, and a continued, if different, focus on accountability.

Most of the contributors to the volume have found evidence that policies that focus on high - stakes testing corrupt educational reform and undermine achievement, especially for at - risk students.

Turning Points 2000: A Blueprint For Middle Grades Education Reform A new report by the President's Advisory Commission on Educational Excellence for Hispanic Americans advises that groups need to work together to help Hispanic students close the achievement gap with students of other ethnic groups.

«What made this convening so impressive is that while so much in education reform can divide activists into warring camps, expanding learning time unites reformers around a shared vision of bringing excellence and breadth to our nation's most impoverished and struggling schools,» said Lecturer Chris Gabrieli, cofounder and chairman of the National Center on Time & Learning, a nonprofit dedicated to expanding learning time to improve student achievement and enable a well - rounded education.

Among the reform milestones they achieved were a new requirement that 40 percent of a teacher's evaluation be based on student achievement; raising the charter school cap from 200 to 460; and higher student achievement goals on the National Assessment of Educational Progress (NAEP) 4th grade and 8th grade reading tests and Regents exams.

In a new article for Education Next, David Osborne, director of the project on Reinventing America's Schools at the Progressive Policy Institute, finds Denver's pursuit of this strategy, which has increased school leader autonomy, has produced impressive gains in student achievement, leading to growing public support for the reforms.

We may not all agree on which reforms have been proven effective, but we could all agree that at least some of these reforms, perhaps used in combination, could make a large difference in the academic achievement of low - income and minority students.

In an article on National Review Online, Jeb Bush describes what he sees as the reforms that are the key to raising student achievement, focusing on standards and accountability, including the Common Core.

On February 6, U.S. Secretary of Education Arne Duncan visited the Ed School for the Askwith Forum, «Fighting the Wrong Education Battles,» at which he discussed either - or orthodoxies about school reform, including competing claims about the importance of in - school and out - of - school influences on student achievement, and the struggle to advance both a well - rounded curriculum and school accountabilitOn February 6, U.S. Secretary of Education Arne Duncan visited the Ed School for the Askwith Forum, «Fighting the Wrong Education Battles,» at which he discussed either - or orthodoxies about school reform, including competing claims about the importance of in - school and out - of - school influences on student achievement, and the struggle to advance both a well - rounded curriculum and school accountabiliton student achievement, and the struggle to advance both a well - rounded curriculum and school accountability.

But it's also increasingly clear that the new generation of teacher evaluations have the potential to strengthen instruction, make teaching more attractive work, and raise student achievement on a wide scale — if states and school districts stay the course on reform.

By undercutting these reform strategies and presenting evidence on the powerful influence of social class on student achievement, Rothstein hopes to convince us that we can expect little from focusing on reform within the school system.

Reform efforts such as school choice, charter schools, reconstituting schools, and reducing class size all rest on the belief that changes in structure or governance will result in higher student achievement.

A Progressive Policy Institute study of D.C.'s charter experience summarized the situation perfectly: «There is no clear evidence that charter schools have had a direct impact on student achievement in DCPS schools or otherwise driven systemic reform.»

Today's reform environment demands hard evidence on which programs and policies are effective at raising student achievement.

Alonso served as CEO of Baltimore City Public Schools (City Schools) for six years, where he led a reform effort marked by a rebalancing of authority and responsibility among stakeholders, the building of a coalition in support of City Schools, leading edge labor contracts, and a focus on individual students and teaching and learning that yielded marked improvement in achievement and climate data across all levels, the first increases in enrollment in 40 years, and widespread political and ground root support for what have been divisive reform strategies in other districts.

While student - achievement data run counter to rising public optimism, the change in public thinking corresponds with the new mood that emerged on Capitol Hill in 2015 when Congress passed the Every Student Succeeds Act (ESSA), which stripped the federal government of much of its authority to direct school reforms at the localstudent - achievement data run counter to rising public optimism, the change in public thinking corresponds with the new mood that emerged on Capitol Hill in 2015 when Congress passed the Every Student Succeeds Act (ESSA), which stripped the federal government of much of its authority to direct school reforms at the localStudent Succeeds Act (ESSA), which stripped the federal government of much of its authority to direct school reforms at the local level.

When they insist that ideas like school choice, performance pay, and teacher evaluations based on value - added measures will themselves boost student achievement, would - be reformers stifle creativity, encourage their allies to lock elbows and march forward rather than engage in useful debate and reflection, turn every reform proposal into an us - against - them steel - cage match, and push researchers into the awkward position of studying whether reforms «work» rather than when, why, and how they make it easier to improve schooling.

Over the past decade he has led a number of significant reform efforts that have helped narrow the achievement gap and increase student performance on both state and national assessment exams.

The entire school reform movement is predicated on a hypothesis: Boosting student achievement, as measured by standardized tests, will enable greater prosperity, both for individuals and for the country as a whole.

As reform ideas expand from school choice to educational choice — not just where a child learns but how they learn — more research is needed on the accounts to determine how a menu of educational choices affects student achievement and parent satisfaction over a longer time horizon.

Given a half - century of failure from school reform, great priority should be given to the further study of the effects of school choice in empowering parents over educators and school boards and its effects on advancing student achievement and parent satisfaction.

While these strategies are necessary, the data on student achievement in Massachusetts, after nearly two decades of reform, makes it readily apparent that schooling solutions alone are not sufficient to achieve our aspiration of getting all students to proficiency.

He suggests that schools can have only a limited influence on closing the achievement gap between students who live in poverty and their more affluent peers unless school improvement is combined with broader social and economic reforms.

They don't present evidence regarding effects of these initial efforts on student achievement but do explain how RAND diagnosed the weaknesses in the Qatari system, devised the Education for a New Era reform model, and the challenges of implementing standards, independent schools, and the Qatar Student Assessment student achievement but do explain how RAND diagnosed the weaknesses in the Qatari system, devised the Education for a New Era reform model, and the challenges of implementing standards, independent schools, and the Qatar Student Assessment Student Assessment System.

Over the past decade he has led a number of significant systemic reform efforts that have helped narrow the achievement gap and increase student performance on both state and national assessment exams.

For more information on New Orleans, read «Good News for New Orleans: Early evidence shows reforms lifting student achievement,» by Douglas N. Harris, and «The New Orleans OneApp: Centralized enrollment matches students and schools of choice,» by Douglas N. Harris, Jon Valant, and Betheny Gross.

Studies on evaluation reform efforts in Cincinnati, Chicago, Denver, New York City, and Washington, D.C. have found that comprehensive evaluation systems can help identify teachers who need to improve their practice, nudge low - performing teachers out of the profession, and, ultimately, boost student achievement.

They concluded that those states that had the greatest student achievement gains shared the following school reform policies: smaller class size, greater access to pre-K programs, and more spending on resources for teachers.

For more information on New Orleans, read «Good News for New Orleans: Early evidence shows reforms lifting student achievement,» by Douglas N. Harris, and «Many Options in New Orleans Choice System: School characteristics vary widely,» by Paula Arce - Trigatti, Douglas N. Harris, Huriya Jabbar, and Jane Arnold Lincove.

She has also served as a consultant for the Institute for Student Achievement (ISA) in the Atlanta Public Schools, where she focused on assisting school leaders and teachers in implementing small school reform model in select high schools.

There is little research about the impact of school closings on student achievement, according to Barbara Gross of the Annenberg Institute for School Reform, a nonprofit educational research and policy group that has been giving technical help to the activists.

In this book, Eric Hanushek and Alfred Lindseth trace the history of reform efforts and conclude that the principal focus of both courts and legislatures on ever - increasing funding has done little to improve student achievement.

Successful union - management collaboration in public school reform must focus on substantive areas affecting the quality of teaching or student achievement.

This blueprint builds on the significant reforms already made in response to the American Recovery and Reinvestment Act of 2009 around four areas: (1) Improving teacher and principal effectiveness; (2) Providing information to families to help them evaluate and improve their children's schools; (3) Implementing college - and career - ready standards; and (4) Improving student learning and achievement in America's lowest - performing schools by providing intensive support and effective interventions.

Later this spring, MDRC will release a report on the effects of this reform effort on student achievement.

The results on the Smarter Balanced assessments, the centerpiece of the California Assessment of Student Performance and Progress, or CAASPP, were released on Sept. 9 and showed the vast achievement gaps that decades of education reforms have failed to close.

Of 24 whole - school reform designs, AIR found that only three had «strong» positive effects on student achievement: Direct Instruction, High Schools That Work, and Success for All, none of which were NAS designs.

Finance reforms reduced achievement gaps between high - and low - income school districts but did not have detectable effects on resource or achievement gaps between high - and low - income students.

In the summer of 2000, perfectly timed to shape the election debate over education reform, came a new RAND study that claimed to contradict the conventional research wisdom on the connection between school expenditures and class size on the one hand and student achievement on the other.

Indeed, one NAS design, ATLAS, had «the most negative impact» on student achievement of any of the reform models.

Under the NCLB Extended approach, embraced by many on the education reform / civil rights Left, achievement would continue to be measured by proficiency rates alone (with rising annual goals for what is good enough); growth data would be used sparingly and / or focused on «growth to proficiency»; «other indicators of student success or school quality» would be minimized; and evidence of achievement gaps would sink schools» ratings significantly.

Several promising «whole school reform» models, such as «Modern Red Schoolhouse» and «Atlas Schools,» both the products of intense R&D efforts, have been placed on the market, but thus far their record in boosting student achievement has been pretty mixed.

Dr. Marzano will be on hand to discuss next - generation evaluation models, the most up - to - date research on evaluation and value - added measures of student achievement, and what has been learned as states implement federal and local directives to reform K - 12 teaching and learning.

Citizen Stewart penned a great piece on the vitriol of some anti-ed reform personalities on social media that we shared on the blog: If only they attacked racial gaps in student achievement like they attack Campbell Brown.

Each State approved to use a differentiated accountability model must agree to provide data to the Department comparing its model to its existing accountability system, the impact of the interventions applied to schools and districts, and the effects of differentiating accountability on student achievement and school reform.

Forty - five percent of those students came from middle and upper income families, according to Out of Pocket: The High Cost of Inadequate High Schools and High School Student Achievement on College Affordability, a new research report from Education Reform Now and Education Post.

We study the impact of post-1990 school finance reforms, during the so - called «adequacy» era, on the distribution of school spending and student achievement between high - income and low - income school districts.