Sentences with phrase «smaller effects on achievement»

Not exact matches

The turnover of high - performing teachers is a challenging problem but, in DCPS, we find that the exit of high performers generally has small and statistically insignificant effects on student achievement.»

The achievement on a small budget, editing and practical effects as Tetsuo gets less and less human and more and more machine is just incredible.

Although there were some small - scale random - assignment experiments of the effects of desegregation on test scores, most of what we know today concerns the relationship between a school outcome such as achievement on the one hand, and racial composition on the other.

Thomas Cook, writing in 1984, concludes that meta - analyses of results from all the studies, taken together, support the view that the effects on the mathematics and reading achievement in elementary school are quite small or even zero.

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 review found a net positive effect on student achievement — that's encouraging — but the researchers could not identify common characteristics from such a small and varied sample.

The Chicago trial provided evidence that the program affected perceptions of school and academic climate and had a small effect on academic achievement over the period covered by the study.

More importantly, they say, the effects persisted when children were aged 11, but add `... the estimated effects of school starting age on other mental health constructs, which have weaker links to subsequent student achievement, are smaller and less persistent.»

If you run a small school in a poor city, and you're trying to boost outcomes for your students by awarding scholarships to encourage attendance and achievement, do you give the scholarships to the best students, or to the neediest?As it turns out, both pathways have beneficial effects on...

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 separate studies credit small schools with reducing the negative effects of poverty on student achievement, reducing student violence, increasing parent involvement, and making students feel accountable for their behavior and grades.

Researchers Craig Howley, of Ohio University and the Appalachia Educational Laboratory, and Robert Bickel, of Marshall University, set out to find out whether smaller schools could reduce the negative effects of poverty on student achievement.

A meta - analysis (including 74 rigorous studies and over 56,000 K - 12 students) found that mathematics computer applications produce a small but positive effect on mathematics achievement, and, specifically, programs that supplement traditional math instruction with additional instruction at students» individualized assessed levels of need showed greater effects on math achievement.

A study by AIR and the Institute of Education Sciences (IES) shows that even small amounts of the right kind of feedback to teachers and principals can have an effect on student achievement in math.

I'm unaware of any definitive research on the effect size of small group instruction or the impact it has regarding student achievement in reading.

The combined effect of these alternative factors on long - term achievement gains appears small, however, especially when compared with our initial estimate of the reform effects.

The researchers found that troubled peers have a large and statistically significant negative effect on the math and reading achievement of higher income children, but only a small and statistically insignificant effect on the achievement of low - income children.

These studies showing the direct positive effects of raising household income — even by small amounts — on student achievement make it plain that reducing poverty through stable, living wage jobs for all working families would also help improve educational outcomes.

Teachers improving in small increments each year can have a profound effect on student achievement.

Another important finding of this study was that, while prior effort did have an effect on current achievement — learning is cumulative, after all — the effect was much smaller than that of current effort.

While general motivation toward school (as measured by attendance and punctuality) also had a direct effect on math achievement, it was smaller than that of math attitude.

Findings in the existing literature of effects of school size show small schools advantage on curricular diversity, academic achievement, daily attendance rates, teacher and student morale, student and parent participation, etc..

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).

Small differences in the estimated effects of teachers on their students» achievement can appear to be much larger, because most teachers are about equally successful with the assortment of students they teach in a given year, regardless of whether those students begin the year as low - achievers or high - achievers.

But because school effects on average levels of achievement are smaller than the effects of families and communities, even if teachers were the largest school effect, they would not be a very big portion of the overall effect.

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.

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.

«Small class sizes and required higher pay for higher degrees may have marginal bene?ts, but the evidence of their effect on student achievement is weak,» she says in her policy agenda.

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.

A study conducted by American Institutes for Research (AIR) for the Institute of Education Sciences (IES) shows that even small amounts of the right kind of feedback to teachers and principals can have a positive effect on student achievement in math.

In Denver, low - resource families who received home visiting showed modest benefits in children's language and cognitive development.102 In Elmira, only the intervention children whose mothers smoked cigarettes before the experiment experienced cognitive benefits.103 In Memphis, children of mothers with low psychological resources104 in the intervention group had higher grades and achievement test scores at age nine than their counterparts in the control group.105 Early Head Start also identified small, positive effects on children's cognitive abilities, though the change was for the program as a whole and not specific to home - visited families.106 Similarly, IHDP identified large cognitive effects at twenty - four and thirty - six months, but not at twelve months, so the effects can not be attributed solely to home - visiting services.107

Further work shows that the small positive effects on achievement primarily occur for those children making the transition into middle childhood, whereas the small negative effects occur among those children making the transition out of middle childhood.

«Whilst the noted effects of the intervention on reading and numeracy achievement were small (between 2.0 % and 5.5 %), it is remarkable (though not unexpected) to find lasting academic effect of an eight session parenting intervention carried out when the child was between three and five years of age,» the report states.

To date, the immediate and lasting positive effects of quality care on language, cognitive development, and school achievement have been confirmed by converging findings from large, reasonably representative longitudinal studies and smaller, randomized trials with long - term follow - ups.1, 2,9 - 13 Contributors to this knowledge base include meta - analytic reviews of interventions and large longitudinal studies conducted in several countries.1, 2,14,15 Comprehensive meta - analyses now establish that effects of early care decline, but do not disappear, and when initial effects are large, long - term effects remain substantial.1, 2 Null findings in cognitive and social domains in a few studies may reasonably be attributed to the limitations inherent to their designs, samples, and measures.

53, No. 1 (Feb., 1982), pp. 136 - 143 (The effects of father absence on educational achievement and intellectual development of 6 -11-year-old children were investigated by employing a nationally representative sample of 5,493 father - present and 616 father - absent children from the Health Examination Survey of the National Center for Health Statistics... Following statistical control for SES, we associated no decrements with the father's absence / presence, and in some instances, small but significant increments were found to be associated with children from fatherless families.)

We analyzed all children born in Sweden between 1983 and 2009 to investigate the effect of SDP on multiple indicators of adverse outcomes in three areas: pregnancy outcomes (birth weight, preterm birth and being born small for gestational age), long - term cognitive abilities (low academic achievement and general cognitive ability) and externalizing behaviors (criminal conviction, violent criminal conviction and drug misuse).