Sentences with phrase «than their achievement effects»

The effects of choice programs on educational attainment — how far an individual goes in school — are both larger and more consistent than their achievement effects.

Further, he notes, «the effects of private - school - choice programs on educational attainment — how far an individual goes in school — are both larger and more consistent than their achievement effects,» with programs narrowly targeted to low - income, urban students proving to be the most effective.

Not exact matches

Since the No Child Left Behind Act went into effect in 2002, more data than ever have been made available on schools, the quality of their teachers, and their student achievement.

Of the three alternative certification pathways studied, teachers who enter through the path requiring no coursework in education have the greatest effect on student achievement, substantially larger than that of traditionally prepared teachers.

Harrington, an assistant professor of public affairs, said NCLB has been in effect for more than 10 years, and prior research on the program mostly has focused on student achievement.

With a pulse - pounding score by Alan Silvestri, beautiful cinematography from Trent Opaloch, impressive special effects, and an incredible cast, Avengers: Infinity War is more than a great movie, it's an honest - to - god achievement in blockbuster filmmaking.

The wafer - thin plot is little more than an excuse to showcase the astonishing achievements of special - effects makeup artists.

The effects provide more than enough to leave you happy with the technical achievements but also maintain a sense of wonder.

These studies show, consistently, that parental schools of choice not controlled by public school districts 1) are usually prohibited by law from screening out students based on admission exams, 2) use ability tracking less frequently than traditional public schools even when, legally, they can, and 3) may use ability tracking, but when they do, it is less likely to have a negative effect on the achievement of low - track students.

The first to examine the effects of financial incentives among urban public school students, it found that rewards can produce excellent results in closing the achievement gap — if they are tied to specific steps the students take rather than to grades or test results.

The most extreme claim in the essay, among many, is that «the effect of vouchers on student achievement is larger than the following in - school factors: exposure to violent crime at school...» Yep, you read that correctly: selecting a private school for your child is as damaging to them as witnessing school violence.

Of the more than 1,300 studies identified as potentially addressing the effect of teacher professional development on student achievement in three key content areas, nine meet What Works Clearinghouse evidence standards, attesting to the paucity of rigorous studies that directly examine this link.

Estimates of teacher effects on achievement gains are similar in magnitude to those of previous econometric studies, but the authors found larger effects on mathematics achievement than on reading achievement, and in low socioeconomic status (SES) schools than in high SES schools.

Given that the median retiring teacher had 27 years of experience and was replaced by a teacher with less than three years of experience, the fact that these retirements had little effect on student achievement is puzzling.

In effect, he devotes this book to affirming James Coleman's 1966 finding that school differences have far less impact on achievement differences than do family characteristics, the mightiest of which, Rothstein says, is socioeconomic status.

By way of comparison, the authors note that the impact of being assigned to a teacher in the top - quartile rather than one in the bottom quartile in terms of their total effect on student achievement as measured by student - test - based measures of teacher effectiveness is seven percentile points in reading and six points in math.

More analysis needs to be done here, of course, because the kids aren't identical and it's possible that student characteristics and school selection effects rather than instructional effectiveness explain much of the achievement track record.

It is possible, however, to analyze the effect of Prop 227 indirectly by examining the relationship between the percentage of students enrolled in bilingual education and the achievement of English Learners across the more than 9,000 schools in California.

Students in these grades make considerably smaller achievement gains in charter schools than they would have in traditional public schools, and the negative effects are not limited to schools in their first year of operation.

The key question is whether KIPP's positive effects on learning are attributable to a peer environment that is more conducive to academic achievement than the peer environment found in traditional public schools.

According to an analysis of approximately 800 meta - analyses, including more than 52,000 studies and millions of students, teachers who study their own effects on student learning are highly effective in raising student achievement (Hattie, 2009).

More than a dozen published analyses of random - assignment experiments reveal the effects of winning a voucher in a lottery on educational achievement and attainment.

Literature reviews by scholars Alan Krueger, Larry Hedges, and Rob Greenwald have arrived at different conclusions than Hanushek's concerning the effects of resources on student achievement.

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.

If this is the case, any positive correlation between private schooling and student achievement could reflect a country's income or educational commitment rather than any beneficial effects of competition.

The estimated effects of the private school share on student achievement are somewhat smaller in science and reading than in math, but they remain substantial, positive, and statistically significant (see Figure 2).

In terms of measured effect sizes, feedback, remediation, and direct or explicit instruction are more effective in promoting student achievement than problem - based learning, inductive teaching, inquiry - based teaching and the like.

The Coleman Report concluded that parents» involvement in their children's lives had a vastly greater effect on achievement and eventual success than schooling did.

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.

As well, CT showed larger effects on the mathematics achievement of special need students than that of general education students, the positive effect of CT was greater when combined with a constructivist approach to teaching than with a traditional approach to teaching, and studies that used non-standardized tests as measures of mathematics achievement reported larger effects of CT than studies that used standardized tests.

Interventions have had stronger effects on math achievement than on reading comprehension.

The effects are more than twice as large for students in the bottom third of test - scorers than for those in the top third, suggesting that later start times may be an especially relevant policy change for districts striving to close achievement gaps.

This is consistent with a number of studies that show larger effects in math than in reading, presumably because reading achievement is more strongly influenced by family and other factors besides schooling.

Yet our estimates suggest that the effect of middle - school entry on student achievement is larger for students entering in grade 7 than for students entering in grade 6.

We find strong evidence that rather than harming achievement in reading and science, double - dosing had positive effects across the board.

We also track achievement effects across three grades, again more than any previous study.

ii ABSTRACT Isolating the effect of a given teacher on student achievement (value - added modeling) is complicated when the student is taught the same subject by more than one teacher.

Another important finding of this study was that, while prior effort did have an effect on current achievement — learning is cumulative, after all — the effect was much smaller than that of current effort.

While general motivation toward school (as measured by attendance and punctuality) also had a direct effect on math achievement, it was smaller than that of math attitude.

Models of student achievement in a given year as a function of prior achievement and other controls tend to give higher correlations than other models, see: Daniel F. McCaffrey, Tim R. Sass, J. R. Lockwood, and Kata Mihaly, «The intertemporal variability of teacher effect estimates,» Education Finance and Policy, 4, no. 4, (2009): 572 - 606.

Research confirms what logic and experience dictate: that teachers - in training are significantly less effective in supporting student achievement than those who are fully trained when they enter teaching, and that the negative effects are particularly pronounced for students whose success depends most acutely on fully - trained professionals.

Dr. Geoffrey Borman's recent meta - analysis of student achievement outcomes in 29 leading CSR models found that «the overall effects of CSR are significant, meaningful, and appear to be greater than the effects of other interventions that have been designed to serve similar purposes and student and school populations.»

Related, I should note that in a few places the authors exaggerate how, for example, teachers» effects on their students» achievement are so tangible, without any mention of contrary reports, namely as published by the American Statistical Association (ASA), in which the ASA evidenced that these (oft - exaggerated) teacher effects account for no more than 1 % -14 % of the variance in students» growth scores (see more information here).

During the 1980s, when desegregation was in full effect — with forced busing in some cities and less dramatic strategies elsewhere — the black - white achievement gap on the National Assessment for Educational Progress shrunk faster than it ever has before or since.

Interestingly, achievement benefits of private school choice appear to be somewhat larger for programs in developing countries than for those in the U.S. Wolf explains, «Our meta - analysis avoided all three factors that have muddied the waters on the test - score effects of private school choice.

Overall, the research showed that the use of instructional grouping formats, especially student pairing, had more positive effects on students» reading achievement than whole class instruction.

Estimating such effects is challenging, in part, because achievement tends to be measured far less frequently than absence, which is a day - by - day phenomenon.

Many have written about the nature of programs in teacher education: too varied, too theoretical, too much reliance on craft knowledge rather than based on elements of research, too little research on the effects of teacher preparation programs, a lack of attention to determining their effects on student achievement, and so on.

But because school effects on average levels of achievement are smaller than the effects of families and communities, even if teachers were the largest school effect, they would not be a very big portion of the overall effect.

The effect of the teacher on student achievement has been shown to be greater than