Sentences with phrase «weak student achievement»
In their work, SEAs now are increasingly occupied with creating partnerships to deliver technical assistance to districts, especially districts with profiles of weak student achievement.
http://www.wallacefoundation.org/ Not exact matches
We ran a regression analysis to estimate the relationship between states» absolute and relative poverty levels and student achievement, and the result was clear: absolute poverty is a powerful predictor of achievement, while the relationship between relative poverty and test scores in the U.S. is weak and not statistically significant (see Figure 5).
It refers to schools with stubborn achievement gaps or weak performance among «subgroup» students, such as English - language learners or students in special education.
Relative poverty is also a weak predictor of student achievement internationally.
«When close reading is done well, you have weak readers who never would never have had the chance to deal with rich, complex text in the ballgame, grasping it, learning from it, and feeling good about it,» notes reading specialist David Liben of Student Achievement Partners.
More importantly, they say, the effects persisted when children were aged 11, but add `... the estimated effects of school starting age on other mental health constructs, which have weaker links to subsequent student achievement, are smaller and less persistent.»
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.
The data told us which students were strong and which were weak in a given subject, but we couldn't find the details we needed for meaningfully adjusting our instruction to move student achievement.
At the top, honors students fret not about boredom or weak achievement, but about the stress that attends all that cramming and homework as they compete for entry into high - status universities.
I take Grissmer's silence as an acceptance of my conclusions that the RAND study shows a weak relationship between spending and student achievement and can not be used to identify good policy choices.
He specifically notes that previous research has found «scarce and weak» evidence of a relationship between tests of pedagogical knowledge and student achievement.
Just 36 percent of them, according to Public Agenda, believe that their tougher scrutiny of weak teachers is leading to tenure denials and only 30 percent report that student achievement is being factored into their teacher evaluations.
Charter critics have argued that large achievement gains at No Excuses charter schools are driven in part by efforts to encourage weaker or less committed students to leave.
The study finds that student achievement improved significantly, especially for the students who had the weakest teacher.
Student achievement scores were uneven across grades and subjects: strong in grade 3, but weak in grade 4; strong in reading but not in writing.
Notably, these widening achievement gaps between the strongest and weakest students aren't reflected in the racial or income data.
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:
Principal turnover is moderately and negatively correlated with school culture and with classroom curriculum and instruction; it has a weak negative relationship with student achievement.
An AFT report «Passing on Failure» delineates several reasons for student failure: «immaturity, weak curriculum and instruction, excessive absenteeism, lack of effort, failure of teachers and administrators as well as parents to use practices that promote high achievement, and failure due to a combination of factors listed above.»
Their methods — including an elaborate set of statistical controls for variables like student SES and prior achievement — also allowed them to make tentative causal inferences about which teaching strategies seem to be more effective for students who were stronger or weaker in math to begin with.
About 20 schools are expected to be designated next month as «priority schools» because of rock - bottom reading and math achievement plus other problems, such as weak student growth or high dropout rates.
For example, a goal like, «I will raise student achievement by 80 percent» would be a weak professional practice goal.
A closing thought on the moral imperative: as a society, if we only help the weakest teachers improve, we're not going to improve the average levels of achievement by enough to ensure our students can find work and thrive in the 21st Century.
In their report on Durham Free School, Ofsted inspectors found student achievement was «weak», teaching «inadequate» and marking of pupil's work «inaccurate».
Effective, rigorous teacher - evaluation systems provide substantive, tailored feedback to individual teachers that could be coupled with targeted professional development in teachers» weakest areas in order to improve teachers» practice and, by extension, student achievement.
Furthermore, Bryk & Schneider (2003) found that when school trust levels were high, so was student achievement and inversely weak levels of trust was significantly linked to poor academic performance.
The weak correlation between passing a licensure exam and subsequent student achievement highlights this mismatch between these assessments and teacher practice.
In addition, providing the choice of discussion format to students enhanced course satisfaction and, while some differences were found in cognitive achievement, the results were weak.
«Small class sizes and required higher pay for higher degrees may have marginal bene?ts, but the evidence of their effect on student achievement is weak,» she says in her policy agenda.
This earlier study also reported weaker effects of (likely individually provided) transformational leadership practices on student achievement as compared with the effects of collective leadership in the present study.
«There are very weak associations of content alignment with student achievement gains and no associations with the composite measure of effective teaching... the tests used for calculating VAM are not particularly able to detect differences in the content or quality of classroom instruction.
Under Obama's framework, teachers with weak ratings tied to student achievement could lose their jobs, while high ratings could mean bigger paychecks.
On the other hand, in states and districts where the demand of tests remains low, relationships between teacher performance on observations that demand conceptually - oriented instruction and student achievement may remain weak.