With just a single year of data [41] there is no way to know
whether differences in student performance across schools are due to school factors or differences in the average quality of teachers.
Not exact matches
In a study that examined whether some countries are particularly effective at teaching students from disadvantaged backgrounds, Eric A. Hanushek, Paul E. Peterson, and Ludger Woessmann find little difference in the rank order of countries by the performance of students from families where a parent had a college education and the rank order of countries by the performance of students whose parents had no more than a high school diplom
In a study that examined
whether some countries are particularly effective at teaching
students from disadvantaged backgrounds, Eric A. Hanushek, Paul E. Peterson, and Ludger Woessmann find little
difference in the rank order of countries by the performance of students from families where a parent had a college education and the rank order of countries by the performance of students whose parents had no more than a high school diplom
in the rank order of countries by the
performance of
students from families where a parent had a college education and the rank order of countries by the
performance of
students whose parents had no more than a high school diploma.
To eliminate the effects of any chance
differences in performance caused by other observable characteristics, our analysis takes into account
students» age, gender, race, and eligibility for the free lunch program;
whether they had been assigned to a small class; and
whether they were assigned to a teacher of the same race — which earlier research using these same data found to have a large positive effect on
student performance (see «The Race Connection,» Spring 2004).
Simply comparing
performance based on
whether a
student's district school is or is not located within one mile of a charter school could be misleading given
differences in where charter schools are located.
Two weeks ago I argued that it will be difficult to evaluate
whether adopting the Common Core standards is, overall, a good move, because so many factors go into
student outcomes (and interact with one another) that a positive change
in one factor might yield no
difference in student performance.
Though Brizard touts improvements
in graduation rates and test scores among his accomplishments
in his 3 1/2 years, opinion is sharply divided on
whether he has made a significant
difference in the
performance of the district's largely low - income black and Latino
students....