Sentences with phrase «significantly higher student achievement»

The report cites an analysis of 1991 International Assessment of Educational Progress (IAEP) data as offering international evidence that private schools do not have significantly higher student achievement than public schools after controlling for student background.

Not exact matches

Stay tuned to the grant winners: Academy 21 at Franklin Central Supervisory Union in Vermont, which is focused on a high - need, predominantly rural community; Cornerstone Charter Schools in Michigan, which seeks to prepare Detroit students for college and health - focused careers; Da Vinci Schools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning approach; Education Achievement Authority in Michigan, which, as part of the statewide turnaround authority is trying to create a student - centric system for students in Detroit; Match Education in Massachusetts, which already operates high - performing schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadership.

Students in the experimental group scored significantly higher on the science achievement test compared to students in the controStudents in the experimental group scored significantly higher on the science achievement test compared to students in the controstudents in the control group.

Nor did students with low initial levels of achievement and applicants from SINI schools experience significantly different reading gains from the program than high achievers and non-SINI applicants.

The regulations go significantly further by demanding that research demonstrate a link between the indicators and student achievement or higher graduation rates.

Policies over the past decade have neither substantially harmed nor significantly helped the achievement of our highest - performing students.

Although though their achievement scores were not significantly higher, the students in block scheduling did complete more courses in the same amount of time (eight instead of six or seven).

A 1995 study by Carl Glickman, a University of Georgia professor, of 820 high schools and 11,000 students reported that schools in which active learning methods were predominant had significantly higher achievement as measured by the National Assessment of Educational Progress.

Prior to returning home to lead Tulsa Public Schools, Dr. Gist served as commissioner of education for the State of Rhode Island where student achievement reached historical highs, and graduation rates increased significantly.

This research adds to evidence that the strategy to replace large high schools with smaller ones increased student achievement significantly and at great scale.

A 2009 MIT - Harvard study, under the direction of Thomas Kane of the Harvard Graduate School of Education, found that «achievement gains among Boston charter school students were significantly higher than those of their peers in either BPS or pilot schools, especially in math.»

Newark's math achievement growth, they write, «was significantly above the state in the two baseline years, largely because of the high rate of achievement growth witnessed by students in the charter sector.

This rigorous analysis from the first year found that students who participated in this middle school STEM summer program in robotics on math achievement and student interest in STEM subjects and careers, which culminated in a city - wide tournament, had significantly higher school attendance the following year compared to a matched comparison group who did not attend summer school.

Charter schools in New York consistently grew academic achievement among the following demographic groups at significantly higher rates than the same subgroup of students in their district peers: Black, Hispanic, students in poverty, and special education.

This study found that students whose teachers crafted high quality SLOs outperformed their peers and showed significantly greater gain on two independent measures of student achievement at all three school levels during all years under study.

Higher achievement: OAS students» performances on standardized tests generally meet or significantly exceed state and district averages, a striking finding considering that OAS schools serve a greater proportion of ethnic minorities and a greater proportion of economically - disadvantaged students.

Those students who were taught using a differentiated curriculum that supplemented the textbook curriculum and were placed in various groups according to their performance level demonstrated significantly higher achievement on the post-test than did high - performing students who were taught using the textbook curriculum and whole - class instruction.

In 2011 their achievement was significantly higher than that of similar students in regular large - city schools in grade 8 reading and grades 4 and 8 math.)

The study identified 13 best practices across three dimensions of teacher behaviors and strategies which are correlated to significantly higher levels of student achievement in an online learning environment.

Perhaps the most important facts for educators to acknowledge today are these: that we know, right now, how to significantly improve schooling in almost any setting, and that we know how to do this for students at every point in the achievement spectrum, from low to high.

«This year's results reveal noteworthy achievement gains in many districts...» our neediest students continue to perform significantly worse than their wealthier peers, especially at the high school level.

Furthermore, Bryk & Schneider (2003) found that when school trust levels were high, so was student achievement and inversely weak levels of trust was significantly linked to poor academic performance.

Students in wealthier schools and counties, in terms of family income, have significantly higher academic achievement than students in lower income schools and countiesStudents in wealthier schools and counties, in terms of family income, have significantly higher academic achievement than students in lower income schools and countiesstudents in lower income schools and counties.»

In another study, primary school students who were given concrete structures and explicit guidance for peer - assessment, specifically in communicating, working, and thinking with others, had significantly higher achievement and reasoning scores (Mercer, N., Dawes, L., Wegerif, R., & Sams, C. (2004).

Project LIFT's long - term goals are to significantly improve student achievement in the following ways: 1) 90 % of students will achieve proficiency in math and English across the Learning Community; 2) 90 % of students will meet annual growth goals in math and English; and, 3) 90 % of West Charlotte High School (WCHS) students will graduate on time.

The award honors public and private elementary, middle, and high schools based on their overall academic excellence or for their progress toward significantly improving student academic achievement levels.

During the first two years of Windham Middle School's membership in the Commissioner's Network, teacher, staff, and administrator turnover reached a new high, while student morale and «achievement» declined significantly.

In 2011 their achievement was significantly higher than that of similar students in regular large - city schools in grade 8 reading and grades 4 and 8 math.

CTAC research found that students whose teachers crafted high quality SLOs outperformed their peers and showed significantly greater gain on two independent measures of student achievement at all three school levels during all years under study.

«In her testimony to the Education Committee opposing SB 1096 in March, Achievement First President Dacia Toll complained that «it would be incredibly burdensome to CMOs, as FOIA compliance would significantly distract, undermine, and obstruct non-profit CMO resources and manpower from its most important work: providing high - quality support to charter schools, students and staff.»

OECD analysis finds that about 15 percent of variability in the performance of American students is explained by socio - economic factors; the OECD average is 10 percent.13 Research suggests that if the PISA results of U.S. students are adjusted such that the distribution of low - income students is more similar to other countries with comparable post-industrial economies, both math and reading results would look significantly higher.14 This does not mean the United States should not be concerned about international comparisons of educational achievement, but it suggests that the conclusions drawn from rankings based on national averages are limited and that reality is more nuanced.

What high school leaders and leadership teams wishing to significantly improve their schools need is a comprehensive and practical researched - based model to guide them to those strategies and initiatives that have a proven track record of increasing student achievement.

In Israel, Victor Lavy found that a public school choice program «significantly reduces the drop - out rate and increases the cognitive achievements of high - school students.

Although we do not include a table reporting all correlations, we found SES to be significantly (and unsurprisingly) related to student achievement — a possible explanation for the high level of influence parents and students apparently exercise in schools in the higher quintiles of performance, which generally serve higher SES students.

In follow - up surveys from the earliest cohorts of the program, principals reported that nearly 9 in 10 iTeachAZ graduates scored «effective» or «highly effective» on their evaluation and that the achievement scores of graduates were significantly higher in both reading and math than those of students whose teachers graduated from other programs.60

As explored above in «Student Achievement,» Aspire's graduation and college enrollment rates are significantly higher than its surrounding districts, a clear positive indicator for Aspire's pedagogy.

i3 funds are competitive grants (Development, Validation and Scale - up) given to LEAs and nonprofit organizations that have significantly closed the achievement gaps between economically disadvantaged students, students from major racial and ethnic groups, students with limited English proficiency, students with disabilities; or have demonstrated success in significantly increasing student academic achievement for all groups of students; or have made significant improvements in other areas such as graduate rates or increased recruitment and placement of high - quality teachers and principals.

That is, more precisely and as indicated in the actual study, SLOs were «not significantly correlated with a teacher's value - added student test scores;» hence, «a teacher is no more likely to meet his or her SLO targets if [his / her] students have higher levels of achievement [over time].»

These achievements are especially remarkable, as 85 percent of BGS» students enter high school behind or significantly behind.