Sentences with phrase «survey of student achievement»

The National Assessment of Educational Progress (NAEP) is the nation's only ongoing representative sample survey of student achievement in core subject areas.

The National Assessment of Educational Progress (NAEP) is the nation's only ongoing representative sample survey of student achievement in core subject areas... read more

Both our studies and the one America Achieves has just released rely on the Program for International Assessment (PISA), a series of surveys of student achievement in math, science, and reading administered to 15 - year - olds in most countries of the industrialized world.

The growth of large scale international surveys of student achievement and the increasing role played by intergovernmental agencies in education means that the influence that globalization exerts on education is likely to increase even further in the future.

Not exact matches

A survey published earlier this year by Junior Achievement and PwC found that 24 % of students aged 18 to 29 believe that their loans will be forgiven at some point.

Recentanalysis by the Measures of Effective Teaching (MET) project found that teachers» student survey results are predictive of student achievement gains and produce more consistent results than classroom observations or achievement gain measures.

Parents worry about funding and standards for their public school students and remain least concerned about the amount of testing in classrooms, a survey released by High Achievement New York and Achieve found.

Recent analysis by the Measures of Effective Teaching (MET) project found that teachers» student survey results are predictive of student achievement gains and produce more consistent results than classroom observations or achievement gain measures.

The most high - profile international test is the Programme for International Student Assessment (PISA), a survey of the educational achievement of 15 - year - olds organised by the OECD.

Here are some key results from the Minority Student Achievement Network's survey of students» attitudes toward school.

The survey sought to identify issues and successful practices in «inclusive» STEM schools — schools that serve students from groups historically under - represented in STEM fields and with a higher percentage of students who qualify for a free or reduced - price lunch (which is linked to family income)-- as opposed to «selective» STEM schools, which recruit students who have higher levels of prior achievement.

Charting the Path from Engagement to Achievement: A Report on the 2009 High School Survey of Student Engagement.

Education Sector's 2011 survey, for example, found that more than 40 percent of teachers want their unions to focus more on teacher performance and student achievement and less than half consider unions to be absolutely essential.

It is the only ongoing national survey of students» educational achievement.

Not surprisingly, perhaps, board members who are or were educators (27 percent of the total surveyed) believe that funding is a barrier and that the focus on student achievement is misplaced; these beliefs were held «regardless of the actual level of funding in the district,» «regardless of the actual teacher salaries» in the district, and «even after controlling for the type of student population that the district serves and the actual rigor of academic standards» in the district.

In implementing READS, districts must adopt a set of data use strategies that inform decision - making and help to improve student achievement, such as examining spring to fall achievement gains or losses and using the results of student surveys and achievement tests to select books that are well matched to students» reading skills and interests.

On the basis of these survey results, we created three measures: (1) the principal's overall assessment of the teacher's effectiveness, which is a single item from the survey; (2) the teacher's ability to improve student academic performance, which is a simple average of the organization, classroom management, reading achievement, and math achievement survey items; and (3) the teacher's ability to increase student satisfaction, which is a simple average of the role model and student satisfaction survey items.

In these surveys, we asked principals to evaluate their teachers along a variety of dimensions, including dedication and work ethic, organization, classroom management, parent satisfaction, positive relationship with administrators, student satisfaction, role model value for students, and ability to raise math and reading achievement.

However, recall that the principals» survey responses allowed us to construct separate measures of two distinct aspects of teacher quality: the ability to improve student achievement and the ability to provide an enjoyable classroom experience for students.

When compared with such crude indicators, the combination of student achievement gains on state tests, student surveys, and classroom observations identified teachers with better outcomes on every measure we tested: state tests and supplemental tests as well as more subjective measures, such as student - reported effort and enjoyment in class.

Such volatility notwithstanding, a track record of achievement gains is a more reliable predictor of the gains of future students than classroom observations or student surveys.

(To generate the weights, we regressed a teacher's average student - achievement gain in one class against the three different measures from another class, resulting in weights of.758,.200, and.042 on value - added, student survey, and classroom observation, respectively).

(Just as we did with classroom observations, to avoid generating a spurious correlation between student survey responses and achievement scores for the same group of students, we estimated the correlation across different classrooms of students taught by the same teacher.)

This is reinforced by the results of the Teaching and Learning International Survey (TALIS) which show that, in countries where teachers believe their profession is valued, there are higher levels of student achievement.

If a teacher behaves unusually on the day of the observation, then the student surveys and achievement gains may tell a different story.

Likewise, if a teacher is performing well on the classroom observations and student surveys but had lower - than - expected student - achievement gains, a school leader might give the teacher the benefit of the doubt for another year and hope that student achievement gains will rise.

The achievement gains based on that measure were more reliable measures of a teacher's practice (less variable across different classes taught by the same teacher) and were more closely related to other measures, such as classroom observations and student surveys.

An analysis of National Educational Longitudinal Survey (NELS) data, the report goes on, indicates that the kind of mathematics courses students take in high school are more related to math achievement than is the type of high school students attend.

But OECD's latest PISA survey found that Australia is the only country where differences in learning mathematics between advantaged and disadvantaged students are large, while the strength of the relationship between students» achievement in school and their family background is weaker than average.

He said equity in the Australian school system is above the OECD average, but OECD's latest PISA survey found that Australia is the only country where differences in learning mathematics between advantaged and disadvantaged students are large, while the strength of the relationship between students» achievement in school and their family background is weaker than average.

Despite their higher levels of achievement in 10th grade compared with 8th grade, many students may be academically ill - prepared for the transition to high school, data from a massive federal survey suggest.

As part of the 2014 EdNext survey, my colleagues Michael Henderson, Paul E. Peterson, and I therefore asked a representative sample of 5,266 Americans to estimate how the math achievement of students in their local school district compares to that of students nationwide.

For example, 88 percent of the Education Next survey respondents indicated that it was either «somewhat» or «very» important to them that our country perform well on international tests of student achievement.

Most of the information comes from theNYC School Survey administered annually to parents, teachers, and students, or else from a school's «quality review» — ostensibly an extensive school visit in which an experienced educator observes classrooms, interviews school leaders, and evaluates how well the enterprise supports student achievement.

A CDW - G national survey found that most teachers believe the use of computer technology translates into higher student achievement and improved parent - teacher communication.

In addition to assessing student achievement, the NAP - CC sample test cycle includes a survey, conducted for ACARA by staff from the Australian Council for Educational Research (ACER), measuring students» perceptions of citizenship, attitudes towards civic - related issues, and their civic engagement.

Survey responses were combined with student achievement data from the UK Government's National Pupil Database, dating back to 2001, to «create a history of student performance in schools».

Differences among schools in their facilities and staffing «are so little related to achievement levels of students that, with few exceptions, their effect fails to appear even in a survey of this magnitude,» the authors concluded.

The question of first and most immediate importance to this survey in the study of school effects is how much variation exists between the achievement of students in one school and those of students in another.

All three studies achieved very high response rates on all data collections, whether teacher surveys, classroom observations, collection of teachers» scores on college entrance exams or precertification exams, student achievement tests, collection of student data from district administrative records, principal surveys, or interviews with program officials.

It is crucial to recognize that «reformers,» not educators, have driven this shift: In a 2008 survey, for instance, education pollsters Steve Farkas and Anne Duffett asked, «For the public schools to help the U.S. live up to its ideals of justice and equality, do you think it's more important that they focus equally on all students regardless of their backgrounds or achievement levels... or disadvantaged students who are struggling academically?»

A comprehensive survey of 10,000 teachers from around the country showed that when teachers are asked for their honest, professional opinions, overwhelming majorities agree that «engaged and effective» teachers are very important for student learning and that student achievement is the most important measure of their performance.

The three - year survey of 3,000 teachers in seven school districts by the Bill & Melinda Gates Foundation found that the controversial method of measuring student academic growth, known as value - added, was a valid indicator of whether teachers helped boost student achievement.

A future annual survey of textbook usage and student achievement could do a better job of isolating the effect of individual textbooks by measuring changes in student achievement as schools transitioned from one book to another.

U.S. teachers are more interested in collaborating and getting support from administrators to promote student achievement than in boosting their paychecks, according to a survey of more than 40,000 K - 12 teachers released last week.

And even higher percentages of people surveyed — 77 percent of Republicans and 81 percent of Independents and Democrats — think higher raises should go to teachers who improve student achievement, according to recent polling results from the Teaching Commission.

Ethan Yazzie - Mintz, «Charting the Path from Engagement to Achievement: A Report on the 2009 High School Survey of Student Engagement» (Bloomington, IN: Indiana University Center for Evaluation and Education Policy, 2010), http://www.wisconsinpbisnetwork.org/assets/files/2013%20Conference/Sessi….

USATestprep admits this to be a survey result they did not quite expect, as prior surveys have consistently underscored the achievement gap between students of low - income and high - income families, not just in the United States but around the world.

Given this weak statistical evidence of positive relationships between student achievement and district or school data use (as reflected in the principal and teacher survey items), we turned to our qualitative data, which provided the following insights:

With 17,300 students, the district receives an abundance of information, including data from PARCC tests, districtwide pre - and post-common assessments in all content areas, Measures of Academic Progress in elementary and middle schools, Eureka Math and Achieve 3000 achievement scores, and professional - development surveys given to all teachers.