Sentences with phrase «smaller gains in achievement»

We address three main questions: Do students attending charter schools in these grades make larger or smaller gains in achievement than they would have made in traditional public schools?

Not exact matches

Small gains in student achievement may only be the tip of the iceberg.

In fact, principals are quite good at identifying those teachers who produce the largest and smallest standardized achievement gains in their schools (the top and bottom 10 — 20 percentIn fact, principals are quite good at identifying those teachers who produce the largest and smallest standardized achievement gains in their schools (the top and bottom 10 — 20 percentin their schools (the top and bottom 10 — 20 percent).

While this was a poorly implemented experiment, it showed some achievement gains in small kindergartens.

Students in these grades make considerably smaller achievement gains in charter schools than they would have in traditional public schools, and the negative effects are not limited to schools in their first year of operation.

RAND II found only small NAEP achievement gains in Texas, similar to those nationwide and contrasting sharply with «soaring» scores on the Texas Assessment of Academic Skills (TAAS).

Extra gains associated with long - term attendance in small classes (in the early grades) appeared not only for tests of measured achievement, but also for other measures of success in education;

Both showed significant gains in achievement for students in smaller classes, with larger gains among minority and disadvantaged students.

Results indicated that those students in the small class made greater gains in reading achievement compared to those in the larger class.»

However, there is evidence that those students who had only one to two years of small classes in grades K - 3 did not sustain their achievement gains through grade 8, while those who had three to four years of small classes were able to sustain their achievement gains.

The study found that students in the pilot districts posted bigger gains — and, in some cases, smaller losses — on the California Achievement Test than did students in other systems.

Though small gains can be seen in some areas (especially math), they amount to no more than a return to the achievement levels of 30 years ago.

At Anna Yates, she led the school to significant achievement gains and improvements in the educational experience of students through community partnerships, parent outreach, and smaller learning communities.

Children in the top percentile of student achievement in schools missing AYP saw small gains in math and reading achievement.

And a new study from the National Center on Performance Incentives at Vanderbilt University — although not studying the important question of whether teachers who receive high scores on TAP evaluations tend to produce greater gains in their students» test scores — found that a small sample of secondary schools using TAP produced no higher levels of student achievement than schools that hadn't implemented the TAP program.

Researchers found significant achievement gains for students in small kindergarten classes and additional gains in 1st grade, especially for black students.

With small classes, individualized learning programs, strong teaching, and support from the local community, King / Chavez has more than tripled the student achievement gains made in the broader public school system.

Whether using the tools to provide one - on - one assistance or planned professional development for small and large groups, the result will be the same: significant gains in student achievement.»

Achievement gains are typically small in each year, but cumulative over time.

Yet given these limitations, the results were striking: even when analyzing the achievement of third graders who had the benefits of a smaller class for only one year, as compared to those who were in large classes, the gains were substantial, especially for disadvantaged students in inner - city schools.

Although there have been no large scale experimental studies done for the middle and upper grades, a there are numerous studies showing that smaller classes are correlated with achievement gains and / or lower dropout rates in the middle and upper grades as well.

In a summary of the studies on extended time in «School Reform Proposals: The Research Evidence», noted researcher Gene Glass found that increases in the time allocated for schooling would be expensive and would not produce appreciable gains in academic achievement — especially as compared to smaller classeIn a summary of the studies on extended time in «School Reform Proposals: The Research Evidence», noted researcher Gene Glass found that increases in the time allocated for schooling would be expensive and would not produce appreciable gains in academic achievement — especially as compared to smaller classein «School Reform Proposals: The Research Evidence», noted researcher Gene Glass found that increases in the time allocated for schooling would be expensive and would not produce appreciable gains in academic achievement — especially as compared to smaller classein the time allocated for schooling would be expensive and would not produce appreciable gains in academic achievement — especially as compared to smaller classein academic achievement — especially as compared to smaller classes.

In the small group of studies that examined academics, the researchers found that students performed better on achievement tests, tantamount to an 11 - percentile - point gain in achievemenIn the small group of studies that examined academics, the researchers found that students performed better on achievement tests, tantamount to an 11 - percentile - point gain in achievemenin achievement.