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