Sentences with phrase «strong positive effects on student»

ERA's report provides important evidence that when well executed, these two strategies can have strong positive effects on student outcomes.

[viii] And a longer school day and year is a distinguishing feature of those charter schools that have the strongest positive effects on student achievement.

This working paper found that leadership and management changes associated with the school - restructuring NCLB sanction showed the strongest positive effects on student achievement, as measured by school - and student - level data.

Not exact matches

However, research to date finds little evidence of a strong positive effect of teachers» pay on student achievement.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

Of 24 whole - school reform designs, AIR found that only three had «strong» positive effects on student achievement: Direct Instruction, High Schools That Work, and Success for All, none of which were NAS designs.

CAMBRIDGE, MA — While it is widely believed that good school principals have a positive impact on student achievement, there has been little systematic research to date on the effect of strong school leadership.

For example, positive effects on reading achievement have been associated with collaboration and community building (Briggs & Thomas, 1997); targeted professional development (Frazee, 1996); curriculum and assessment alignment (Stringfield, Millsap, & Herman, 1997); clear and agreed - upon goals and objectives at the state and school levels (Rossi & Stringfield, 1997); high expectations for students (Foertsch, 1998); early interventions and strategies for struggling readers (Lein, Johnson, & Ragland, 1997; Legters & McDill, 1994); common planning time for teachers (Miles & Darling - Hammond, 1997); and strong school leadership (George, Grissom, & Just, 1996; Shields, Knapp, & Wechsler, 1995).

The Educators» Guide found that of the 24 widely adopted CSR programs it examined, 8 had strong or promising evidence of positive effects on student achievement.

Studies that account for student background by assigning charter seats on the basis of applicant lotteries — research generally considered the gold standard for social science — have provided some of the strongest evidence for positive charter effects.

These small group connections help to build stronger relationships with both fellow students and teachers which has a positive effect on retaining our students.

The authors conclude, «The strong positive effects of restructuring — which appear to be broad, rather than focused on the lowest - performing students — indicate that school management or leadership problems constitute the single greatest obstacle to improved student performance.

We find strong and consistent evidence of positive contributions of teacher assistants, an understudied staffing category, with larger effects on outcomes for minority students than for white students.

Research is also clear about the positive effects on student achievement of teachers with stronger academic backgrounds.

Some evidence suggests that student engagement is a strong predictor of student learning.6 Recently, at least 10 largescale, quantitative studies, similar in design, have assessed the effects of leadership behavior on student engagement; all have reported significant positive effects.7

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).