Sentences with phrase «research on class size»

This contrasts with the voluminous research on class size, which shows that class size reduction is one of the very few ways to narrow the achievement gap and one of only four reforms cited by the Institute of Education Sciences as proven to work through rigorous evidence.

The research on class size is decidedly mixed, but the largest estimates (from the Tennessee STAR study) imply that a three - student increase in class size in the early grades would decrease test scores by 0.05 standard deviations after one year (and by less in future years).

Included: The latest research on class size reduction.

The Relative Influence of Research on Class Size Policy.

Not exact matches

Research on teacher quality, charter schools, school leadership, class size, and other factors in school quality is likely to be as or more important than research on race - specific policies for reducing gaps in student achiResearch on teacher quality, charter schools, school leadership, class size, and other factors in school quality is likely to be as or more important than research on race - specific policies for reducing gaps in student achiresearch on race - specific policies for reducing gaps in student achievement.

The second strategy, quasi-experimental research, relies either on special types of variation in class size or on econometric techniques to make appropriate comparisons.

However, a large body of research literature on class - size reduction contradicts the findings from Project STAR.

Reviewing data from Project STAR — a longitudinal research study on class - size reduction in Tennessee and the most famous experiment on the topic — Spyros Konstantopoulos, an assistant professor of education and social policy at Northwestern...

Policy makers, politicians and media too often discuss data about class sizes and their impact on student learning without an evidence base, relying largely on second - hand research or anecdotes.

Much prior research has focused on children from middle - to upper - class families, who in general tend to outpace those from low - income families in the rate at which their vocabulary size expands.

Advocates for and against class - size reduction have engaged in or been accused of engaging in such cherry picking for as long as there has been research on this issue (Whitehurst and Chingos 2011, 3).

«Teacher shortages can be hard to measure because schools use a variety of strategies to ensure that classes are not left without a teacher, including reducing the curriculum on offer, employing less qualified teachers, or increasing class sizes,» ACER Research Fellow and co-author of the survey report, Dr Paul Weldon, says.

Chancellor» s backers, some of the smartest money on Wall Street, must have known when they invested that research found no support for the union» s persistent call to reduce class sizes, and that cutting staffing costs was essential to turning a profit.

Pay Teachers More and Reach All Students with Excellence — Aug 30, 2012 District RTTT — Meet the Absolute Priority for Great - Teacher Access — Aug 14, 2012 Pay Teachers More — Within Budget, Without Class - Size Increases — Jul 24, 2012 Building Support for Breakthrough Schools — Jul 10, 2012 New Toolkit: Expand the Impact of Excellent Teachers — Selection, Development, and More — May 31, 2012 New Teacher Career Paths: Financially Sustainable Advancement — May 17, 2012 Charlotte, N.C.'s Project L.I.F.T. to be Initial Opportunity Culture Site — May 10, 2012 10 Financially Sustainable Models to Reach More Students with Excellence — May 01, 2012 Excellent Teaching Within Budget: New Infographic and Website — Apr 17, 2012 Incubating Great New Schools — Mar 15, 2012 Public Impact Releases Models to Extend Reach of Top Teachers, Seeks Sites — Dec 14, 2011 New Report: Teachers in the Age of Digital Instruction — Nov 17, 2011 City - Based Charter Strategies: New White Papers and Webinar from Public Impact — Oct 25, 2011 How to Reach Every Child with Top Teachers (Really)-- Oct 11, 2011 Charter Philanthropy in Four Cities — Aug 04, 2011 School Turnaround Leaders: New Ideas about How to Find More of Them — Jul 21, 2011 Fixing Failing Schools: Building Family and Community Demand for Dramatic Change — May 17, 2011 New Resources to Boost School Turnaround Success — May 10, 2011 New Report on Making Teacher Tenure Meaningful — Mar 15, 2011 Going Exponential: Growing the Charter School Sector's Best — Feb 17, 2011 New Reports and Upcoming Release Event — Feb 10, 2011 Picky Parent Guide — Nov 17, 2010 Measuring Teacher and Leader Performance: Cross-Sector Lessons for Excellent Evaluations — Nov 02, 2010 New Teacher Quality Publication from the Joyce Foundation — Sept 27, 2010 Charter School Research from Public Impact — Jul 13, 2010 Lessons from Singapore & Shooting for Stars — Jun 17, 2010 Opportunity at the Top — Jun 02, 2010 Public Impact's latest on Education Reform Topics — Dec 02, 2009 3X for All: Extending the Reach of Education's Best — Oct 23, 2009 New Research on Dramatically Improving Failing Schools — Oct 06, 2009 Try, Try Again to Fix Failing Schools — Sep 09, 2009 Innovation in Education and Charter Philanthropy — Jun 24, 2009 Reconnecting Youth and Designing PD That Works — May 29.

Research has shown that no in - school factor — not class size, not school attended, not facilities has a greater impact on student performance than a great teacher, and we believe that every New Jersey student should have the opportunity to learn from a great teacher.

After considerable research, we decided that blended learning would allow us to expand class size to 28 - 30 students and still maintain what we viewed as a non-negotiable: our emphasis on individualized and small - group instruction.

(As Matt Chingos pointed out in a 2011 report for the Center for American Progress, the «enormously popular» and enormously expensive CSR programs have produced «surprisingly little high - quality research... on the effects of class size on student achievement.»)

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.

He would stand up at school board meetings and flat out lie to the board — as in the lie that no research supports reducing class size having a positive impact on student achievement.

Although there is little research on the optimal number, a class size of 20 with a student - to - staff ratio of 10:1 is the largest acceptable by general professional standards.W.

These include smaller class sizes, additional instructional supports, early childhood programs, For a comprehensive review of research on the effectiveness of early childhood education programs, see Barnett, W. S. (2011).

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.

These op - eds provide information on the issue of growing class sizes in the MMSD, as well as the research supporting the many benefits of small class sizes.

Research points to the beneficial effects of smaller classes on students» academic success, and many states have turned to class - size reduction to raise student achievement (U.S. Department of Education, 2000).

All of the reasons you state, e.g., low student funding and high class sizes, on the other hand can be, and have been, related to low student achievement by well established research.

Small classes have been found to enhance learning to a measurable extent, particularly in the early elementary years (see for example the reports on Class Size Reduction, < http://www.cde.ca.gov/ls/cs/ >; a research summary Small Class Size Trumps Vouchers In Terms of Results, Costs, and Public Support by American Federation of Teachers at < http://www.aft.org/pdfs/teachers/vouchersvssmallclass0498.pdf >).

Despite its gradual roll out, all of this spending and effort had very little effect on student outcomes on Florida's state tests known as FCAT, according to a policy brief by the Brookings Institution titled, «Class Size: What Research Says and What it Means for State Policy».

[i] Research shows that after two years in reduced size classes, children in a second grade classroom scored higher on reading skills than those who educated in a regular class size.

Smaller class sizes have a significant impact on boosting student achievement, according to new Australian research.

Research also shows that increasing class size has detrimental and costly long - term effects on at - risk children.

I summarise PAST experiences (as research focuses on what has happened in the past) and the preponderance of evidence shows that reducing class size DOES INCREASE achievement but the effect is small.

[4] While a myriad of factors influence these two issues such as student characteristics, locale, school performance, salaries, class sizes, evaluation systems, and school accountability systems, recent research has found that principals have a profound effect on teacher retention.

What was even better, though, to my research - attuned ears, was the citation of evidence... evidence on class sizes, evidence on selection, evidence on teacher retention and evidence on free school lunches vs free school breakfasts.

Although there is little research on the optimal number, a class size of 20 with a student - to - staff ratio of 10:1 is the largest acceptable by general professional standards.W.