Sentences with phrase «studies focus on student achievement»

My one reservation is that the vast majority of the studies focus on student achievement tests.

Not exact matches

The study focused on achievement in math, which is not only important for education and economic productivity but is also known to prompt strong emotional reactions in students.

Studies have not focused on young adolescents, the time when students are particularly sensitive to gender differences and when gender gaps in achievement are pronounced.

This year the case study focused on the Aldine Independent School District located in Houston, where student achievement was declining.

To the contrary, the Loveless study cited above offers some support for the proposition that high performers suffer systematically from the focus on closing the achievement gap, while there is limited data that grouping all students together improves the quality of education for struggling students.

Some of the acknowledged limitations of the data used in the Coleman study — the need to focus on the relationship between teacher variables averaged to the school level and student achievement, in particular — have been addressed by more - recent research.

Kati Haycock, executive director of the Education Trust, said that we shouldn't have focused on this «proxy stuff» and should have instead studied the links between individual teachers and their students» achievement.

The 1966 «Equality of Educational Opportunity» (EEO) study — better known as the Coleman Report — focused exclusively on the distribution of resources and student achievement in America's public schools.

We focused on research that examines how the various attributes of teachers affect student achievement, counting as legitimate evidence only those studies that used this measure of teachers» effectiveness.

Only one study, conducted by Jay Greene and Marcus Winters and focusing on the D.C. voucher program, found that voucher competition had no effect on the test scores of non-participants, while no empirical study of acceptable rigor has found that a U.S. private - school - choice program decreased the achievement of public school students.

I focus on methodological strong studies that examine student achievement in school.

This study examines school closures and charter takeovers in New Orleans and Baton Rouge that occurred between 2008 and 2014, focusing on the effects these interventions had on student achievement, high school graduation, and college entry.

The second (Jeynes 2007), focusing exclusively on studies of urban secondary school students, found that family involvement had a significant effect on student achievement for minority and white students.

Finally, and perhaps most importantly, results from the study can help parents, students, and community organizations focus on strategies for improving students» attendance and course achievement for eighth and ninth graders to help ensure their on - time graduation from high school.

Last week, CREDO released a study focusing specifically on charter schools in New York State, looking at student achievement data over a five - year period from 2011 - 12 through 2015 - 16 - the most recent year data available at time of the study.

In a study by Coggins et al. (2003) coaches (i.e., teacher leaders) reported that they were most effective supporting their schools» reform efforts when facilitating teams of teachers in meetings that were focused on instruction (such as analysis of student achievement data and discussions of research).

From January to April, when delivering professional development to help close achievement gaps, in recent years we have focused on strategies such as studying and test taking skills, fluency, vocabulary development, writing and rewriting, and even for some students meta - cognitive strategies to help them understand their own learning process.

Their studies reveal kids (students) are more focused on success and achievement rather than kindness towards others.

Similarly, in the schools we studied whose plans reflected a belief that teaching and leadership affect student achievement, achievement gains were three times greater than they were in schools whose plans reflected a focus on student demographic characteristics as the primary determinants of student achievement (Reeves, in press).

The bulk of this report focuses on studies that have compared the academic achievement of magnet school students to those attending traditional public schools.

Strong technical skills, particularly in integrating technology in the classroom to drive academic achievement Demonstrated volunteer or community service At least one (or more) of the following: o National Board Certificationo TAP Experience (sign on bonus for TAP certification) o Core Knowledge Experienceo Experience with Blended Learningo At least two years of successful teaching in an urban environment ESSENTIAL POSITION FUNCTIONS: An Elementary School teacher is required to perform the following duties: Plan and implement a blended learning environment, providing direct and indirect instruction in the areas of Social Studies, Science, Language Arts, Health, and Mathematics based on state standards Participation in all TAP requirements, focusing on data - driven instruction Create inviting, innovative and engaging learning environment that develops student critical thinking and problem solving skills Prepare students for strong academic achievement and passing of all required assessments Communicate regularly with parents Continually assess student progress toward mastery of standards and keep students and parents well informed of student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent / teacher conferences Work with the Special Education teachers and administration to serve special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school policies

I argue there are three distinct, yet overlapping, logics of instructional leadership most relevant to the principals in this study: the prevailing logic, a broad and flexible set of ideas, easily implemented across a wide variety of school settings; the entrepreneurial logic, which emphasizes specific actionable practices that lead to increases in student achievement as measured by standardized test scores; and the social justice logic, focused on the experiences and inequitable outcomes of marginalized students and leadership practices that address these outcomes through a focus on process.

She has focused her recent research on the effectiveness of numerous school and district educational interventions designed to improve student achievement and has more than two decades experience conducting mixed methods studies.

Ideas for NYC Principals: A Step - by - Step Approach to Distributed Leadership at Creston Academy for Responsibility and Excellence is one out of five case studies written for the New York City Department of Education's Office of Instructional Policy focusing on the impact of the Citywide Instructional Expectations (CIE) on school leaders, teaching and learning, and student achievement at a group of schools.

Redesign schools to create time for collaboration: OECD studies show that higher - performing countries intentionally focus on creating teacher collaboration that results in more skillful teaching and strong student achievement.

Reducing science, social studies, and other subjects such as music, art, and media to focus on reading are not helpful to closing the reading achievement gap - it is instead detrimental to the students.

The study will focus on ACTION 100's impact on student achievement.

Amidst pressure for schools to adopt off - the - shelf reform programs as a way of improving student achievement (Herman, 1999), it is interesting to note that, by and large, the schools in the studies summarized by Taylor, Pressley, and Pearson (2002) did not necessarily view packaged reforms as the key ingredient for improving student achievement (Charles A. Dana Center, 1999; Designs for Change, 1998; Taylor et al., 2000).1 The common denominators seem to be commitment and hard work focused on research - based practices at both the classroom level and the school level.

She has also been engaged with a five year study of pathways into teaching in New York City schools, focusing on the features of preparation that affect student achievement.

Take, for example, the following declaration: «a large and growing body of state and local implementation studies, academic research, teacher surveys, and interviews with dozens of policymakers, experts, and educators all reveal a much more promising picture: The reforms have strengthened many school districts» focus on instructional quality, created a foundation for making teaching a more attractive profession, and improved the prospects for student achievement» (p. 1).

By using a variety of variables focusing on student achievement, family background, and school characteristics from the High School Longitudinal Study of 2009 (HSLS: 09) I wanted to see if I could shed light on the school choice debate.

Building on previous research on the relationship between the arts and student engagement and achievement, researchers studied the impact of San Diego's Teaching Artist Project (TAP) on the attendance and speaking and listening skills of children in kindergarten through second grade, with a focus on English Language Learners (ELLs).

The researchers in this study maintain that, ``... programs without an academic component can nevertheless demonstrate increases in student achievement, whereas many programs focused on achievement fail to do so» (David 85).

The study focused on students from three different California high schools — only one of which had a library media program — and found that the students who came from the high school with a library had much higher levels of achievement.

As a student is still carrying on his studies, focus on the soft skills, his achievements and future plans would make an ideal student resume objective example.

When children have the skills to listen, calm down, empathize with others, and solve problems, they can focus more on their studies — in fact, a recent CASEL study showed that students who receive SEL instruction improved an average of 11 percentile points on standardized achievement tests.