* The value - added model that the MET project employs, while common in the literature, is also not designed to address how the distribution of teacher effects varies between high - and low - performing classrooms (e.g., teachers of ELL classes are assumed to be of
the same average effectiveness as teachers of gifted / talented classes).
Not exact matches
Given the
same initial
effectiveness as a traditionally certified teacher, an uncertified third - year teacher's students would score 3 percent of a standard deviation higher, on
average, in math.
Given the
same initial
effectiveness as a traditionally certified teacher, our results indicate that, after two years on the job, a teaching fellow's students would score 3 percent of a standard deviation higher on
average in math and reading.
At the
same time, technology has enormous transformative potential to extend the reach of excellent teachers to vastly more students, to help teaching attract and retain the best, and to boost the
effectiveness of
average teachers.
Key Results and Achievements • Devised an airflow monitoring mechanism that led to 30 % reduction in energy expenditure by avoiding air leakage • Saved $ 15K in terms of annual repair cost of the installed HVAC systems through vigilant preventive maintenance of the
same • Enhanced
effectiveness of insulation projects by 22 % through introduction of computerized air pressure gauging equipment • Organized the tools and equipment in the company vehicle systematically and reduced dispatch time by 5 minutes per assignment on
average