Raising Student Achievement and Closing the Achievement Gap
Raise Student Achievement in the Classroom - EzineArticles
After hearing evidence of how parental choice programs can raise student achievement, some of those attending the November 1998 Wingspread conference in Racine, Wisconsin recommended that such efforts be expanded and evaluated. While it was recognized that such efforts would benefit poor and minority students the most, those conferees preferring choice noted that, in principle, the same opportunity should be extended to all students.
Raising Student Achievement - VDOE
The ubiquity of “satisfactory” ratings stands in contrast to a rapidly growing body of research that examines differences in teachers’ effectiveness at raising student achievement. In recent years, school districts and states have compiled datasets that make it possible to track the achievement of individual students from one year to the next, and to compare the progress made by similar students assigned to different teachers. Careful statistical analysis of these new datasets confirms the long-held intuition of most teachers, students, and parents: teachers vary substantially in their ability to promote student achievement growth.
The results of a 2008-2009 efficacy study of The Word Up Project show the program dramatically raising student achievement. Here is the data:Our main analysis below examines the degree to which these summary indices predict a teacher’s effectiveness in raising student achievement. Note, however, that we did not construct the indices based on any hypotheses of our own about which aspects of teaching practice measured by TES were most likely to influence student achievement. Rather, we used a statistical technique known as principal components analysis, which identifies the smaller number of underlying constructs that the eight different dimensions of practice are trying to capture. As it turns out, scores on these three indices explain 87 percent of the total variation in teacher performance across all eight standards.We find that evaluations based on well-executed classroom observations do identify effective teachers and teaching practices. Teachers’ scores on the classroom observation components of Cincinnati’s evaluation system reliably predict the achievement gains made by their students in both math and reading. These findings support the idea that teacher evaluation systems need not be based on test scores alone in order to provide useful information about which teachers are most effective in raising student achievement.The results presented here constitute the strongest evidence to date on the relationship between teachers’ observed classroom practices and the achievement gains made by their students. The nature of the relationship between practices and achievement supports teacher evaluation and development systems that make use of multiple measures. Even if one is solely interested in raising student achievement, effectiveness measures based on classroom practice provide critical information to teachers and administrators on what actions they can take to achieve this goal.