This qualification, however, does not diminish our finding that motivation and work settings — factors subject to leadership influence — have
significant effects on student achievement.
Furthermore, the other commonly investigated teacher characteristics (e.g., gender, experience, and credentials) do not show
significant effects on student achievement in our analysis.
Yet, after reviewing 60 studies, Greenwald, Hedges, and Laine's firmest and most significant conclusion was that verbal ability had by far the most
significant effect on student achievement.
None of the measures of data use had
a significant effect on student achievement when added to the equation on their own, nor did they have any unique explanatory value when combined with the four demographic measures in the final equation.
The second (Jeynes 2007), focusing exclusively on studies of urban secondary school students, found that family involvement had
a significant effect on student achievement for minority and white students.
It is this formative assessment that research concludes has
a significant effect on student achievement, according to Dylan Wiliam.
In particular, measures of resource equity have
a significant effect on student achievement but are less actionable for schools directly.
Not exact matches
With the exception of math
achievement in one year (2011 12), however, the
effect of this turnover
on student achievement is not statistically
significant.
One of our studies was a randomized trial in a large urban district that found
significant positive
effects on reading
achievement for
students who used Accelerated Reader according to the publisher's recommendations.
Research
on the
effect of existing private school voucher programs has not shown
significant achievements for
students in those programs, the report asserts.
After controlling for
student and peer attributes and for selection bias, we still find a substantial positive and statistically
significant effect of attending a network school
on student achievement.
The estimated
effects of the private school share
on student achievement are somewhat smaller in science and reading than in math, but they remain substantial, positive, and statistically
significant (see Figure 2).
The research evidence also indicates that certain forms of distributed leadership have a modest but
significant indirect
effect on student achievement (Leithwood & Mascall, 2008:546).
These data also reveal the
significant challenges faced by schools in retaining teachers who have large positive
effects on student achievement.
This collaboration has helped jump - start this work across the state and shed light
on the many
significant challenges associated with overhauling the hoary systems in place, such as measuring
student achievement in «untested» grades and subjects, ensuring inter-rater agreement and accuracy of teacher practice observations, and ending the long - standing culture of «The Widget
Effect.»
An evaluation of the Apollo 20 program found that infusing these high - performing charter school best practices into HISD schools had a statistically
significant effect on math
achievement that rivals
student -
achievement gains in math of high - performing charter schools.
The scale - up grants are aimed at practices, strategies or programs in which sponsors can show strong evidence of having a statistically
significant effect on improving
student achievement or growth.
In sum, results suggest that principal turnover has
significant negative
effects on student achievement.
Leadership practices targeted directly at improving instruction have
significant effects on teachers «working relationships and, indirectly,
on student achievement.
Studies have shown that when
students have an effective or highly effective teacher three years in a row, the long - term
effects on achievement and life chances are
significant, and the more good teaching a
student has, the bigger the
effect.
Schools with abrupt leadership disruptions
on average experience «
significant negative
effects»
on student achievement.67 Furthermore, such schools «are often reported to suffer from lack of shared purpose, cynicism among staff about principal commitment, and an inability to maintain a school - improvement focus long enough to actually accomplish any meaningful change,» according to the Minnesota - Toronto report.68
Again in a middle school context, a quantitative analysis by Dunleavy and Heinecke (2008) showed
significant positive
effects of 1:1 laptop instruction
on student achievement in science.
Certified teachers not only produce higher achieving
students, but, conversely, teachers without certification showed
significant negative
effects on student achievement (Darling - Hammond et al., 2005).
The analyses show no evidence of any
significant or sizeable
effect of failing the exam
on high school course - taking,
achievement, persistence, or graduation for
students with test scores near the exit exam passing score.
Abella (2005) noted in her study of Miami - Dade County schools that K — 8
students had
significant short - term beneficial
effects on achievement, attendance, and suspension rates.
In the review, Mindfulness - Based Interventions for Improving Cognition, Academic
Achievement, Behavior and Socioemotional Functioning of Primary and Secondary
Students, the authors found that mindfulness - based interventions have a statistically significant positive effect on cognitive and socioemotional processes for students, but that they do not improve behavior or academic perf
Students, the authors found that mindfulness - based interventions have a statistically
significant positive
effect on cognitive and socioemotional processes for
students, but that they do not improve behavior or academic perf
students, but that they do not improve behavior or academic performance.
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.»
Leading Educators Fellows who taught mathematics in New Orleans had a statistically
significant, positive
effect on student achievement, and the
effect size was nearly three times that of attending a highly effective urban charter school.
One of the most widely admired educational studies is the Tennessee STAR class size project, which established that small classes had a
significant positive
effect on student achievement.
Related, and
on this point we agree, «teacher pay incentives is one area that we know a good deal about, based
on analysis of actual policy variation, and the results are not terribly promising... experiments generally show performance bonuses, a particular form of pay for performance, have no
significant student achievement effects, whether the bonus is rewarded at the individual teacher level» (p. 89).
Robert Marzano has conducted more than 60 educational studies showing that there is a
significant effect on students» academic
achievement when games and activities are applied to their learning process.
Student access to resources that shape their classroom experience — from funding to instructional supports — has a
significant effect on everything from
achievement and persistence to future earnings.
Looking at the impact of principals
on student achievement, there are some small but
significant effects of the tenure of a principal in a school.
Parents and caregivers are truly our
students» first teachers — and school districts across the country are finding that getting parents more involved in their local schools can have a
significant, lasting
effect on student achievement.
This 0.12 score drop is the equivalent of an average
student in the 50th percentile dropping to the 45th percentile after participating in the D.C. voucher program for one year.36 According to the IES study, participating in the D.C. voucher program had no statistically
significant effect on reading
achievement.37
This new WEAC Research Brief concludes that there is little evidence to substantiate the expansion of private voucher schools
on the grounds that they are intended to help
student achievement: «Research in Wisconsin and other states consistently shows little to no voucher school advantage, and in fact often documents
significant ill -
effects on students including: school closings, high rates of
student attrition for lower - performing
students, and decreased assessment scores in math and reading.»
Frequently, administration applicants spend too much time
on perfecting the context of their accomplishments instead of refining the
significant effect their
achievements had
on the school community and its
students.
In sum, participation in the full intervention during the elementary grades was predictive of enduring
significant positive
effects through age 18 years
on students» bonds to school,
achievement, and school behavior.
Analyses of findings from an earlier intensive child development program for low birth weight children and their parents (the Infant Health and Development Program) suggest that the cognitive
effects for the children were mediated through the
effects on parents, and the
effects on parents accounted for between 20 and 50 % of the child
effects.10 A recent analysis of the Chicago Child Parent Centers, an early education program with a parent support component, examined the factors responsible for the program's
significant long - term
effects on increasing rates of school completion and decreasing rates of juvenile arrest.11 The authors conducted analyses to test alternative hypotheses about the pathways from the short - term
significant effects on children's educational
achievement at the end of preschool to these long - term
effects, including (a) that the cognitive and language stimulation children experienced in the centres led to a sustained cognitive advantage that produced the long - term
effects on the
students» behaviour; or (b) that the enhanced parenting practices, attitudes, expectations and involvement in children's education that occurred early in the program led to sustained changes in the home environments that made them more supportive of school
achievement and behavioural norms, which in turn produced the long - term
effects on the
students» behaviour.
They found that neighborhood had
significant direct and indirect
effects on achievement, often by depressing parental practices that were usually associated with better
student achievement.
Davis - Kean (2005) studied 8 to 12 - year - old children and found similar patterns with African Americans; parental expectations had a direct
significant effect on academic
achievement for European American but not for African American
students.