Across that period, charter schools statewide consistently provided greater academic growth
than their district peers: on average, charter students over the course of the study saw the equivalent of 34 additional days in reading and 63 in math each year.
Not exact matches
Across all four
districts, which together serve more
than 465,000 students, the researchers found new elementary teachers were assigned students who had performed.1 to.3 of a standard deviation below their
peers who were assigned to teachers with four years of experience or more — meaning that these students were about three to nine months of schooling behind their classmates.
In other words, Boston charter - school students are learning at more
than twice the rate of their
district - school
peers.
Although the federal government, states, school
districts, and private foundations already have invested nearly $ 200 million in producing and rewarding National Board - certified teachers, this is the first study assessing whether the National Board has actually succeeded in identifying «expert» or «master» teachers who perform better
than their uncertified
peers.
Teachers at LACES probably have more work to do
than their counterparts in other
districts schools, but the longer hours for staff members pay off in the relationships they build with students and
peers, Rutschman said.
The annual average increase in the rate at which Houston's Hispanic students took Advanced Placement exams was five times greater between 2009 and 2012
than that of their
peers in the 75 other urban
districts vying for the Broad Prize.
She asked the school
district to adopt a uniform policy banning
peer grading and requiring teachers either to grade assignments themselves or at least to forbid students from grading papers other
than their own.
If
districts» data showed that children of color were being suspended or otherwise sanctioned at higher rates
than their
peers, that alone would demonstrate that schools» policies were having an «adverse impact» on protected groups and could trigger an OCR investigation.
In a separate study, Russell Skiba and Natasha Williams further revealed that black students in the same schools or
districts were not engaged in levels of disruptive behavior that would warrant higher rates of exclusionary discipline
than white
peers.
In 2007 they approved funding for the first public Waldorf methods high school, in the Sacramento Unified School
District; and (3) Three key findings on urban public schools with Waldorf methods: (a) In their final year, the students in the study's four California case study public Waldorf - methods elementary schools match the top ten of
peer sites on the 2006 California test scores and well outperform the average of their
peers statewide; (b) According to teacher, administrator and mentor reports, they achieve these high test scores by focusing on those new three R's — rather
than on rote learning and test prep — in a distinct fashion laid out by the Waldorf model and (c) A key focus is on artistic learning, not just for students but, more importantly perhaps, for the adults.
Exploring income shows us that student groups in
districts with more low - income students tend to be less funded
than their
peers in
districts with fewer low - income students.
By exploring
districts» racial makeups, we see that across the board, Illinois has historically funded student groups in majority - White school
districts better
than their
peers in
districts with more students of color.
Each superintendent and in the case of the City School
District of the City of New York, the chancellor, in collaboration with teachers, pupil personnel professionals, administrators and parents selected by the superintendent or in the case of the City School District of New York, the chancellor, with the advice of their respective peers, shall develop the professional performance review plan, which shall be approved by the governing body of each school district or BOCES, filed in the district or BOCES office, as applicable, and available for review by any individual no later than September 10th of ea
District of the City of New York, the chancellor, in collaboration with teachers, pupil personnel professionals, administrators and parents selected by the superintendent or in the case of the City School
District of New York, the chancellor, with the advice of their respective peers, shall develop the professional performance review plan, which shall be approved by the governing body of each school district or BOCES, filed in the district or BOCES office, as applicable, and available for review by any individual no later than September 10th of ea
District of New York, the chancellor, with the advice of their respective
peers, shall develop the professional performance review plan, which shall be approved by the governing body of each school
district or BOCES, filed in the district or BOCES office, as applicable, and available for review by any individual no later than September 10th of ea
district or BOCES, filed in the
district or BOCES office, as applicable, and available for review by any individual no later than September 10th of ea
district or BOCES office, as applicable, and available for review by any individual no later
than September 10th of each year.
Across the board, student groups in poorer
districts are less resourced
than peers in wealthier
districts and will receive more new funding as a result.
A Black student in a
district with below - average property wealth (less
than $ 6,363 per pupil) has an adequacy level of 61 %, but his
peer in a wealthier school
district is only a bit better at 69 %.
A study by Stanford's Center for Research on Education Outcomes (CREDO) finds that over the course of three years, Texas charter school students on average gained the equivalent of 17 more days of reading instruction per year
than their
district school
peers.
Connecticut's education funding system is broken — with charter school students receiving on average $ 4,000 less in funding
than their
peers in
district schools.
This summer, a Stanford University study estimated students in 37 percent of the nation's charter schools have performed worse on state standardized tests
than their
peers in typical public - school
districts.
Public charter school students already receive nearly $ 4,000 less per child in public operating support
than their
peers in traditional
district schools.
In fact, public charter school students currently receive nearly $ 4,000 less on average
than their
peers in traditional
district schools.
In Tennessee, for example, the state's traditional
districts need only to ensure that 42.8 percent of black high school students are proficient in Algebra I during the 2012 - 2013 school year, some 20 percentage points lower
than the rate of proficiency for white
peers.
CREDO released a 2014 report (http://credo.stanford.edu/pdfs/LA2014ReleaseFinal.pdf) finding that the typical LA charter school student gains more learning in a year
than his / her
district school
peer, amounting to about 50 more days of learning in reading and an additional 79 days of learning in math.
According to Petrilli, «Teachers in non-collective bargaining
districts actually earn more
than their union - protected
peers — $ 64,500 on average versus $ 57,500.»
BART students receive more academic time
than their
peers in local school
districts.
Given that the one out of every eight white suburban fourth - graders not on free - or - reduced lunch are struggling with reading is equal to the levels in big - city
districts — and the rate of black fourth - grade suburban counterparts who are functionally illiterate is only four percentage points lower
than that of big - city
peers — suburban
districts are actually falling down on their jobs.
That's nearly 20 percentage points lower
than the proficiency expectations the Evergreen State has set for
districts in improving achievement of white middle - school students, which, in turn, are slightly lower
than for Asian
peers.
Then there is North Carolina, which expects that its
districts will get only 61.7 percent of black students in grades three - through eight toward reading proficiency in 2012 - 2013, while expecting only 64.7 percent of Latino and 65.2 percent of American Indian and Alaska Native kids to become proficient in reading; by 2014 - 2015, far lower
than the proficiency rates for white and Asian
peers; Tar Heel State leaders expect
districts bring black, Latino, and Native students to proficiency levels of 69.3 percent, 71.7 percent, and 72.2 percent, respectively, by 2015.
A study conducted by the school
district and researchers at Stanford University, and published last year, found that students in the
district's English - only programs performed better
than their
peers in bilingual education programs in the early grades.
As Fordham Institute's Mike Petrilli reports, «Teachers in non-collective bargaining
districts actually earn more
than their union - protected
peers — $ 64,500 on average versus $ 57,500.»
Charter schools in New York consistently grew academic achievement among the following demographic groups at significantly higher rates
than the same subgroup of students in their
district peers: Black, Hispanic, students in poverty, and special education.
URBAN NAEP COVERAGE EdWeek: NAEP: Urban School
Districts Improving Faster
Than the Nation Baltimore Sun: Baltimore students score near bottom in reading, math on key national assessment Cleveland Plain Dealer: Vast poverty differences create unfair comparisons on Nation's Report Card Miami Herald: Miami and Florida students outperform
peers on national test
It said that the
District's poor and minority students are still far less likely
than their
peers to have a quality teacher in their classrooms, perform at grade level and graduate from high school in four years.
Prior to his work with
Peer Coaching, Foltos served as the Director of Instructional Technology for Seattle Public Schools from 1990 to 2001 where he led the implementation of the
District's efforts to integrate technology into more
than 3,000 teachers» classroom.
A 2015 report by the National Research Council, the research arm of the National Academies of Sciences, Engineering and Medicine, said the
District's poor and minority students were still far less likely
than their
peers to have a quality teacher in their classrooms, perform at grade level and graduate from high school in four years.
According to the 2014 NBCT Survey, more
than half of NBCTs are teacher leaders at the school,
district, state, and national levels, leading Common Core State Standards (CCSS) implementation, STEM initiatives and programs,
peer review and observations, data literacy, personalized learning, technology integration, and professional development.
Or are the kids in poor
districts generally worse off
than their
peers in wealthier
districts?
While there was no significant difference in the grade point averages of students in the program and their
district peers, graduation rates were higher for dual enrollees
than their
peers, the analysis found.
Both white and minority children in Connecticut's magnet schools showed stronger connections to their
peers of other races
than students in their home
districts, and city students made greater academic gains
than students in non-magnet city schools, Casey Cobb and a team of colleagues found in this research commissioned by the state of Connecticut.
The foundation says that Houston outperformed
peer districts in academic achievement; increased its graduation rate faster
than other urban
districts; narrowed the achievement gaps for low - income and Hispanic students; and improved college - readiness levels.
On average, Arizona charter students are funding about $ 1,100 less
than their average
district peer.
the typical student in a New York City public charter school gains more learning in a year
than his or her
peer in a
district public school, amounting to about one more month of learning in reading and five more months of learning in math.
Research has shown that the students of NBCTs learn more
than their
peers in other classrooms, which is why many states and
districts offer incentives for teachers to pursue Board certification.
Those students also performed at a higher proficiency level on every districtwide quarter exam
than did their
peers throughout the
district.
The results for the typical student in a Harlem public charter school — approximately 25 percent of the city's charter students — were even more pronounced in math, on average gaining seven more months
than his or her
peer in a
district public school, but less
than a full additional month in reading.
Students attending charter schools affiliated with a Charter Management Organization have better learning gains
than district school
peers in both reading and math.
To date, more
than 106,000 teachers in all 50 states and the
District of Columbia have achieved the profession's highest mark of accomplishment through a rigorous, performance - based,
peer - review process.
Indeed, Milwaukee's kids perform no better
than their
peers in similarly long - struggling
districts where families have far less choice.
Instead, the lawsuit says,
districts across the state suspend and expel special - education students at more
than twice the rate of their
peers — and further, school officials often send the children to «time - out» rooms or have their parents pick them up early, which results in their exclusion from an educational setting.
«This year's results reveal noteworthy achievement gains in many
districts...» our neediest students continue to perform significantly worse
than their wealthier
peers, especially at the high school level.
But Los Angeles Unified School
District students posted small gains in math, the best performance among the state's 10 largest school
districts, and had a smaller dip in English
than their
peers statewide.