Sentences with phrase «resources on student achievement»

Our findings are consistent with a new strand of research revisiting the impact of school resources on student achievement, and generally finding positive effects.

The effect of school resources on student achievement.

Hanushek, E.A. «School Resources and School Performance,» Does Money Matter: The Effects of School Resources on Student Achievement and Adult Success, Gary Burtless ed.

If earlier school conditions are important and affect the impact of current resources on student achievement, then one can not assume constant, additive effects across all students in the state — the RAND researchers» own methodology.

In order to make this case, the authors must prove that most earlier studies of the impact of school resources on student achievement should be disregarded.

Literature reviews by scholars Alan Krueger, Larry Hedges, and Rob Greenwald have arrived at different conclusions than Hanushek's concerning the effects of resources on student achievement.

A large body of empirical evidence on the effects of resources on student achievement already exists.

Not exact matches

The Partnership is also performing an intermediary function to resolve conflicts over education policy and resource allocation in an effort to keep the focus on student achievement.

Hanushek's analysis also examines and updates the Coleman Report's conclusions on how family background and school resources influence student achievement.

These conclusions — that families were most important in student achievement and that school resources did not matter — overshadowed the findings on racial inequity in achievement.

Coleman found that variation in school resources (as measured by per - pupil spending and student - to - teacher ratios) was unrelated to variation in student achievement on standardized tests.

Quality Counts 2006, like the nine previous editions of the report, tracks key education information and grades states on their policies related to student achievement, standards and accountability, efforts to improve teacher quality, school climate, and resources.

The Coleman Report, released in the summer of 1966, found that the family backgrounds of the student body had a greater influence on student achievement than did school resources, and that «a pupil's achievement is strongly related to the educational backgrounds and aspirations of other students in the school.»

Our challenge is to focus on improving student achievement with fewer resources.

Disare goes on to look closely at the pros and cons of a system that sorts students into schools this way, including the concern that it might «widen racial achievement gaps and leave lower - achieving students in less demanding classrooms with fewer resources.»

But, unfortunately, evidence from both the United States and other countries shows that more school resources and smaller classes do not have much of an effect on how much a student learns in school, as measured by tests of achievement.

The issue of the relative quality of private and public schools was at the core of our research, and we relied on both data on school resources and day - to - day operations and on student achievement scores.

Recommendations for states, districts, and individual schools include improved teacher training, support for e-learning and virtual schools, stronger technology leadership, a move toward more digital content and away from reliance on textbooks, better use of broadband, and integration of data systems for such uses as online testing, understanding relationships between decisions, allocation of resources and student achievement, and tailoring instruction to individual students.

A fully resourced lesson putting the responsibility on students for thier behaviour, achievement and self management.

A body of research literature on teacher quality has isolated the impact of teachers on student achievement, apart from other factors, such as the student's own motivations, support from family and peers, and school resources.

The 1966 «Equality of Educational Opportunity» (EEO) study — better known as the Coleman Report — focused exclusively on the distribution of resources and student achievement in America's public schools.

She claims that Ferguson found that «every additional dollar spent on more high - qualified teachers netted greater increases in student achievement than did less instructionally focused uses of school resources.»

Her reference to spending on teacher education was based on a tangential exercise the authors engaged in, in which they speculated on how school resources could be best invested in order to improve student achievement, including what would happen if more money were invested in teacher education.

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.

These profiles may be an important resource for those LEAs seeking to apply to the competition, as the profiles chronicle the history of how schools and districts started their blended - learning programs, the effect of these programs on student achievement, the blended - learning models they use, and the software or Internet tools that power these programs.

The SDP Toolkit for Effective Data Use is a resource guide for education agency analysts who collect and analyze data on student achievement.

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.

To be sure, statewide analyses can provide accurate estimates of the impact of school resources — but only if the analyst includes within the statistical model all the factors that affect student performance and, in the standard linear regression model generally favored by RAND, if these factors have a constant, additive effect on student achievement.

And in this and other developments, according to school - finance experts, research findings on effective schools are reopening an old debate over the extent to which money and resources affect student achievement.

Real reform can only begin when we deepen the conversation of teacher and leader practice from a focus on evaluation checklists and labels to what is needed to affect change: time and resources to focus on what truly matters higher levels of student achievement.

Joshua Furgeson, one of the report's authors, said it shows that a «school that focuses its resources and attention on hiring and developing the best teachers can substantially improve student achievement.»

Dr. Robert Marzano's Online Library of Resources on iObservation is part of the Marzano Suite for Connecting Teacher Growth to Student Achievement.

We analyzed the data in the context of seven additional measures related to principals «assessments of the districts «focus on accountability — through such items, e.g., as Our district has explicit targets beyond NCLB targets, and The district uses student achievement data to determine PD needs and resources.

Common health conditions that have a significant impact on student health and academic achievement are addressed in the resource section of this website.

By: Steve Sheldon and Marcy Davis Research on school libraries has found that libraries are often underused yet valuable resources that can have a positive impact on student achievement.

iObservation maps differentiated and targeted professional development resources to areas of need for each individual based on classroom practice, instructional techniques, and student achievement.

«The public has an interest in disclosure of the scores because they reflect on both student achievement and teacher performance, as well as on LAUSD's choices in allocating time and resources,» Chalfant wrote.

«As the Senate reaches the home stretch for consideration of ESEA, NSBA will continue to advocate on behalf of America's 90,000 school board members for an education law that restores local governance, allocates targeted investments in Title I, and authorizes the resources needed to improve academic achievement for all public school students.»

A rich resource of sessions, speakers, and events are on tap to help school board members and other leaders in their work to reach, inspire, and elevate public education and student achievement.

While a student - centered, self - paced, mastery - based system should create opportunities to advance equity by putting all students on the path to postsecondary success, including at - risk youth, CBE done poorly and without the appropriate resources and supports could exacerbate already existing achievement gaps and inequities.

Develop and implement an online Teacher Toolkit that contains a menu of resources, based on the Sunshine State Standards, that all teachers can use to enhance classroom instruction and increase teacher effectiveness, thus resulting in improved student achievement.

His areas of research include the impacts of organizational resources on teachers» participation in professional learning, professional development activities on teacher outcomes and student achievement,... More»

The Office of the Chief of Staff coordinates internal and external district - wide communications and strategic partnerships to increase transparency, support, and confidence in MPS; helps to identify, develop, engage, and integrate external resources and stakeholders to support schools, students and their families to increase student achievement; provides leadership, guidance, and consulting services for the District on strategic planning, performance management, and organizational process streamlining to improve operational effectiveness and efficiency, better inform future planning and budget formulation, and accountability.

In a 2014 report, called «Opportunity Mississippi,» the governor wrote, «My «Third Grade Gate» literacy measure... will improve literacy achievement by ending social promotion of third grade students who are not reading on grade level... As this policy is fully implemented, we will gain a better understanding of how many children are struggling with literacy, and we will in turn be able to prove the need for additional resources.»

Arts - rich schools scored higher (from teacher ratings) on affiliation, student support, professional interest, teacher innovativeness, and resource adequacy, and lower on achievement orientation, formalization, and centralization, suggesting that arts - rich schools are not top - down structures.

Ensuring accountability by guaranteeing that when students fall behind, states redirect resources into what works to help them and their schools improve, with a particular focus on the very lowest performing schools, high schools with high dropout rates, and schools with achievement gaps.

Building a focus on student achievement while using digital resources and creating conditions for teachers and schools to thrive are the key frames that are essential to building this out.

The teacher «integrates the time and / or resources acquired into the classroom such that they have a sustained impact on students» achievement.»

Her recent research on data - based decision making has focused on the ways in which teachers use multiple sources of data to inform instruction, how these practices are supported by district resources and structures, and which practices may contribute to improved student achievement in Title I schools.

So we must also transform the means by which we manage the human resources of our public education system, and this will require that we examine every aspect of the way in which we prepare, certify, mentor, retain, evaluate, and compensate educators, so that this entire chain and all of its links will be assessed based on their value added to Texas student achievement.