Sentences with phrase «use of achievement data»

Supplementing the five case studies, brief vignettes written by practitioners show how core practices — teamwork, the use of achievement data, and planning for measurable goals — made an immediate and profound difference in student learning at their respective schools.

Not exact matches

However, using data from the National Assessment of Educational Progress (NAEP) and from New York's state exams, Dr. Aaron Pallas of Teachers College demonstrated that between 2003, just before Mayor Bloomberg's reforms had been implemented, and 2011, the achievement gap demonstrated by the NAEP actually rose and the gap measured by state exams closed by a mere 1 %.

The project, which ran for three years and ended in August 2014, will continue to build on its achievements to find new solutions for the mobility market through the efficient use of large amounts of data.

Stephanie Anzman - Frasca, Ph.D., of ChildObesity180, Tufts University, Boston, and co-authors used data from 446 public elementary schools in a large, urban school district in the United States to look at the impact of BIC on participation in the School Breakfast Program (SBP), school attendance and academic achievement.

While there are hundreds of technology tools out there to help language arts teachers, these four have helped me enhance my use of formative data and feedback to further student achievement in a diverse and differentiated classroom.

Through the use of the Achievement area of judgement, the SENCO was able to work with other members of the school team to explore the raw data and analyse pupils» attainment and progression.

This analysis uses data on math and reading achievement from the state NAEP, which offers a representative sample of student achievement in each state at regular intervals.

Most states now have such information in their longitudinal databases, but no published studies have used these data to compare the achievement growth of students at virtual schools with demographically similar students at carefully selected comparison schools.

A study of 32 San Francisco Bay Area K — 8 schools released in 2003 by the Bay Area School Reform Collaborative (now Springboard Schools) found that «what matters most [in closing the achievement gap] is how schools use data.»

As with many other successful data - driven schools, at Elm City the work begins before school starts, when teachers and principals — both Dale Chu, who heads up the elementary grades, and Marc Michaelson, who oversees the middle school — use a variety of diagnostic tests to understand the ability and achievement levels of their incoming students.

As the experiences of these three schools make clear, the use of data can help teachers and leaders stay focused on student achievement.

We conducted our analysis alternately using absolute student achievement, measured with statewide mean SAT scores for the 1989 — 90 school year and the mean high - school dropout rate calculated from 1990 census data, and with a second measure that represents the deviation of actual achievement from expected student performance.

Both of these studies suggest that NCLB - style accountability provisions may increase student achievement and also demonstrate how state - level NAEP data can be used to evaluate accountability systems.

«Identifying effective classroom practices using student achievement data» Journal of Human Resources, 46 (3), 587 - 613., (2011)

The data allow me to use several different methods to analyze the effect of start times on student achievement.

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.

The Urban Institute's new report, Breaking the Curve: Promises and Pitfalls of Using NAEP Data to Assess the State Role in Student Achievement, proposes better ways to compare NAEP scores across states and over time.

Because the studies use data from a single school year to contrast students in middle schools and K — 8 schools, most of the available research can not reject the possibility that differences between the groups of students, rather than in the grade configuration of their schools, are actually responsible for the differences in behavior and achievement.

A study of a representative sample of schools in California shows that schools where the principal and the district extensively used test data to improve instruction and student learning had the highest achievement for English - language learners.

In this essay, I use interview data collected from the Baltimore site of the MTO program to consider possible reasons MTO did not have the expected results for educational achievement.

To obtain our estimate of the student achievement component of the knowledge capital of a state at any point in time, we use census data to trace workers back to the place in which they were born.

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.

New empirical work, using better data (e.g., that enable researchers to estimate the relative impact of factors affecting student achievement growth from year to year) and more - sophisticated statistical techniques has, in broad terms, reinforced the Coleman Report conclusion that teacher quality is the most important schooling variable.

The TEAM rubric factors an educator's effectiveness using up to 50 % of student achievement data in Reading literacy, Math, and Science.

And school and system leaders use data to evaluate the impact of school - wide and system - wide programs and initiatives to raise achievement levels and close equity gaps.

The quality of configurations and personalised experiences that we see in classrooms have a direct correlation and a very short line between how well that teacher is collecting, analysing, managing and using student achievement data.

At New Mexico School for the Arts, we tried a variety of approaches for using data to improve student achievement, and we didn't get it right at first.

A three - year 1997 study of two British secondary schools — one that used open - ended projects and one that used more traditional, direct instruction — found striking differences in understanding and standardized achievement data in mathematics.

Research shows that increasing the time students are actually engaged in learning, along with other factors such as high expectations and the use of data to guide instruction, results in what we want for all students: confidence, love of learning, and higher achievement.

Recommendations for states, districts, and individual schools include improved teacher training, support for e-learning and virtual schools, stronger technology leadership, a move toward more digital content and away from reliance on textbooks, better use of broadband, and integration of data systems for such uses as online testing, understanding relationships between decisions, allocation of resources and student achievement, and tailoring instruction to individual students.

From the implementation of the Common Core, to the recent debate surrounding teacher tenure, nearly every issue in public education today can be seen as a facet of a single, fundamental policy question: how should we use standardized assessments and the student achievement data these tests produce?

While many principals extol the benefits of using student achievement data as a diagnostic tool, officials downtown remain deeply suspicious of the longer - term consequences that will accompany repeated failures to make adequate yearly progress.

In a new study presented at the this year's fall research conference of the Association for Public Policy Analysis and Management in Chicago, we used data from CORE Districts, to assess whether there are systematic mindset differences present in the US population within and across schools, and whether holding a growth mindset predicts academic achievement gains of students.

Educational researchers are working with game manufacturers to create a new brand of «serious games» that have the potential to capture and stream the kind of important assessment data that educators can use comprehensively, from tracking individual student achievement to determining national educational trends.

According to a Pew Research Center report, gamification is «interactive online design that plays on people's competitive instincts and often incorporates the use of rewards to drive action — these include virtual rewards such as points, payments, badges, discounts and free gifts; and status indicators such as friend counts, re-tweets, leaderboards, achievement data, progress bars and the ability to level up.»

The Strategic Data Project's mission is to transform the use of data in education to improve student achievemData Project's mission is to transform the use of data in education to improve student achievemdata in education to improve student achievement.

Their mission is to transform the use of data in education to improve student achievement.

Furthermore, the challenges associated with the use of student achievement data, and the political nature in which these processes were mandated in the first place, all make this a very challenging problem to address.

Selected partners have all demonstrated a strong commitment to the SDP mission of transforming the use of data in education to improve student achievement.

His expressed goal: To get a snapshot of where students stand and to use the data to improve student achievement.

The Strategic Data Project (SDP)'s mission is to transform the use of data in education to improve student achievemData Project (SDP)'s mission is to transform the use of data in education to improve student achievemdata in education to improve student achievement.

And using data to improve student achievement is critical to tackling the challenges of NCLB.

The federal initiative uses the lure of grants to encourage school districts to raise standards, make better use of data to track student achievement, and take more forceful steps to intervene in failing schools.

This approach of using data from different sources allows for a focus on closing achievement gaps without narrowing the number of students who qualify for supplemental educational services or public school choice priority.

The 1998 study by Meredith Phillips and her colleagues, mentioned earlier, had the greatest success in explaining racial differences in achievement, yet the unexplained portion of the achievement gap on the vocabulary test used in their study was still so large that it nearly exceeded the raw gap in reading and mathematics we found in the Early Childhood Longitudinal Survey data.

Monitor and evaluate the implementation of teaching strategies within the school to improve students» achievement in literacy and numeracy using research - based knowledge and student data.

Using data from California's CORE districts, we show that SEL and CC measures demonstrate reliability and validity, distinguish between schools, are related to other academic and non-academic measures, and also illuminate dimensions of student achievement that go beyond traditional indicators.

Read an extensive practice guide from the Institute of Education Sciences (IES) about Using Student Achievement Data to Support Instructional Decision Making.

The study, conducted with Stanford GSE alumna Ximena Portilla, compared the achievement gaps between high - and lower - income children entering kindergarten in 1998 and 2010 using the most recent data from the U.S. Department of Education's Early Childhood Longitudinal Study (ECLS).

After analyzing a truly staggering amount of data, the researchers conclude that teacher effectiveness can be measured by using «value - added» analysis of student achievement growth on standardized tests.