Sentences with phrase «strong school effect»

If we include the school a pupil attends in our model, we do however find a strong school effect, particularly in maths.

Not exact matches

Depending on how many students at a given school live in poverty, strong parental networks have a favorable or inhibiting effect on the academic achievements of their children.

«In view of the fact that the likelihood of earning a high school degree is generally high to begin with, this is an unexpectedly strong effect,» says Anette Fasang.

«If the diversifying species and the competing species are very similar, you can have a strong priority effect in which the first - arriving species can strongly impact the ability of the later species to diversify,» said Jiang, a professor in Georgia Tech's School of Biological Sciences.

He sees it as having as strong an effect on children's well - being as do families, poverty, and schools.

Evidence of enduring effects was strongest for preschool, especially for males and children of high school dropouts.

«The dose - dependent and strong positive relationship between these two findings suggest that the psychosis - like effects of cannabis may be related to neural noise which disrupts the brain's normal information processing,» added first author Dr. Jose Cortes - Briones, a Postdoctoral Associate in Psychiatry at Yale School of Medicine.

Out of many fish oil benefits (See a list in later in this post post), Harvard School of public Health affirms that «The strongest evidence for a beneficial effect of omega - 3 fats has to do with heart disease.»

About the Author: Nate has an old - school, strength - first philosophy that he applies to himself and his clients, and he believes that getting stronger mentally and physically will cause a trickle - down effect into the rest of your life that will provide unbelievable benefits.

Dean Johnstone, chief executive of Stronger Minds CIC, believes the lack of support in schools is having a lasting effect on both students and society as a whole.

Teaching lower - achieving students — whether because teachers find it more difficult or less rewarding — is a strong factor in decisions to leave Texas public schools, and the magnitude of the effect holds across the full range of teachers» experience levels.

[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.

The idea behind this is that if we can become spiritually stronger and more peaceful that will impact on our students, classes, colleagues and schools - to say nothing of its effect on our families and our own happiness.

This step alone provides much stronger grounds for conclusions about the effects of attending a middle school than previous research.

I address this issue by examining whether the fail rating effect varies by students» prior ability and find a strong inverse relationship between prior ability and the effects of attending a school that received a fail rating.

I am counting on the fact that David's strong intellect, and commitment social justice and equity will create a ripple effect in whatever school community he enters.

We hadn't quite anticipated such strong recruiting effects right off the bat at these schools, which Public Impact along with Education First and Education Resource Strategies have been supporting.

The strongest effects are among students whose high schools have the highest concentrations of Hispanic students or are in more rural environments (see Figure 4).

What is clear, however, is that both Catholic schools and voucher programs for low - income families show stronger effects on students» educational attainment than on their achievement as measured by standardized tests.

Work we conducted separately in 2007 and 2008 provides much stronger evidence of effects on test scores from year - to - year changes in the length of the school year due to bad weather.

We also examine whether the effect of tracking differs between initially high - scoring students (who are grouped with other strong students in tracking schools) and initially low - scoring students (who are grouped with other low - scoring students in tracking schools).

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).

Buckskin says that's not surprising, given that «a disproportionate percentage of our people are living in low SES locations with high unemployment... experiencing the detrimental effects of poverty» and Aboriginal and Torres Strait Islander teachers have a strong sense of community and commitment to making the schooling of Indigenous students more culturally appropriate.

However, research on school competition has yet to reveal a strong effect on student achievement except when schools are in close proximity to one another.

In Tulsa, Oklahoma, New Jersey, and Boston, pre-kindergarten programs demonstrate impressive outcomes that include positive effects on math scores, grade retention, and chronic absenteeism at the end of grade 8; increased achievement on language arts, literacy, math, and science, as well as decreased grade retention and special education placement at the end of grade 5; and stronger than typical impacts on academic readiness (effect sizes in the 0.4 — 0.6 range) at school entry.

The report's author, Wellesley College economics professor Eunice S. Han, looked for empirical evidence of the effects of strong teacher unions from about 4,600 districts — a third of U.S. public school districts — which included approximately 37,200 teachers within 7,500 schools.

Teachers also reported some positive effects on the work environment, including stronger school cultures and better support for teachers.

Meanwhile, Catholic schools had stronger positive effects in reading than other types of private schools.

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.

Impressively, attending the school with the strongest civic climate (where 85 percent of students listed voting as a component of good citizenship) rather than the school with the weakest civic climate (where 46 percent chose voting) increased anticipated participation by a quarter of a standard deviation, or by about twice the effect of the individual student's having listed voting as a component of good citizenship.

We supplement our analysis on math and reading achievement with similar analyses of the effects of entering a middle school on the probability of students» not being enrolled in a Florida public school in 10th grade (a proxy for dropping out of high school by this time) and on being retained in 9th grade (often a strong predictor that a student will leave school prior to graduation).

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).

Early intervention effects include lower rates of retention, higher levels of academic achievement, fewer special education services, and a stronger commitment to graduating from high school (Stegelin, 2004).

A 2011 study of the effects of teacher turnover on the performance over five years of more than 600,000 fourth - and fifth - graders in New York City found that students who experienced higher teacher turnover scored lower in math and English on standardized tests — and this was «particularly strong in schools with more low - performing and black students.»

DPI hasn't tried to figure out how many Racine voucher students were attending private school or even, in some cases, whether they were attending Racine public schools, so it's hard to know how strong that effect is.

For instance, schools participating in the Carnegie Foundation's Student Agency Improvement Community, a network of researchers and practitioners applying the science of learning mindsets to daily classroom practice, have seen stronger outcomes among low - income black and Latino students since implementing interventions focused on learning mindsets.34 Equal Opportunity Schools, a national nonprofit organization, has also partnered with school, county, and district leaders to increase the number of black and Latino students enrolled in advanced placement courses and has seen gains in both participation and passage rates as a result.35 In addition, several studies show that learning mindsets interventions can reduce the effects of stereotype threat among female, black, and Latino students in math and science claschools participating in the Carnegie Foundation's Student Agency Improvement Community, a network of researchers and practitioners applying the science of learning mindsets to daily classroom practice, have seen stronger outcomes among low - income black and Latino students since implementing interventions focused on learning mindsets.34 Equal Opportunity Schools, a national nonprofit organization, has also partnered with school, county, and district leaders to increase the number of black and Latino students enrolled in advanced placement courses and has seen gains in both participation and passage rates as a result.35 In addition, several studies show that learning mindsets interventions can reduce the effects of stereotype threat among female, black, and Latino students in math and science claSchools, a national nonprofit organization, has also partnered with school, county, and district leaders to increase the number of black and Latino students enrolled in advanced placement courses and has seen gains in both participation and passage rates as a result.35 In addition, several studies show that learning mindsets interventions can reduce the effects of stereotype threat among female, black, and Latino students in math and science classes.36

Strong to moderate positive effects were demonstrated on all measured variables related to school success.

The strongest effects on outcomes seem to be where schools have substantial control over two key areas — budgeting and hiring.

It will ensure there is «strong coverage of schools» promotion of fundamental British values and integration» within its new inspection framework, which comes into effect from September 2019.

Following our research, recently published in Educational Review, it is clear that there is strong evidence that teaching metacognition in schools has a positive effect on outcomes.

To sum up, a massive body of evidence says that reading and mathematics achievement have strong ties to underlying intellectual ability, that we do not know how to change intellectual ability after children reach school, and that the quality of schooling within the normal range of schools does not have much effect on student achievement.

Further, to the extent that homework helps young students develop effective study habits, our results suggest that homework in early grades can have a long - term developmental effect that reveals itself as an even stronger relationship between completion rates and grades when the student moves into secondary school.

Some researchers, taking a different tack, have sought out after - school programs with strong reputations to document their effects on students and to discover what makes them successful.

One of his criticisms of education reform in 1999 was «The dominant philosophy of fixing schools consists of saying, in effect, that «what we're doing is OK, we just need to do it harder, longer, stronger, louder, meaner, and we'll have a better country.»

Some types of private schools had stronger positive effects.

In the letter, the Senators recognize that in every type of school and community, «strong school leaders have an outsized effect on student achievement.»

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.

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.

The study found that Boston charter schools have strong positive effects of student test score gains.