Sentence examples for value-added achievement from inspiring English sources

CORRECTION: According to the "How High Schools Become Exemplary" report, published by Harvard University's Achievement Gap Initiative, Brockton High School outperformed 90percentt of Massachusetts public schools based on "value-added achievement gains".

We perform the analysis using a traditional value-added model where current academic achievement is a function of previous academic achievement as well as other inputs into the education production function.

The goal is to help researchers look for possible correlations between certain teaching practices and high student achievement, measured by value-added scores.

We show that the restricted value-added model, which assumes that past achievement carries over with no loss, is clearly rejected by the data, and that the more flexible lagged value-added model is biased by measurement error and omitted heterogeneity that enters each period.

In many cases, officials are moving toward "value-added" analysis - that is, the growth in achievement that occurs in a class from one school year to another, measured in large part through gains on state tests.

By focusing on the individual progress of students year after year, value-added put aside factors that contribute to achievement disparities, such as family income, educational levels and English fluency, he said.

States would be required to convene stakeholders and define how to gauge teachers' influence on student learning, which might lead to assessments such as surveys, observations, achievement tests and, yes, even value-added scores from state tests.

Researchers for the Bill & Melinda Gates Foundation reported in 2010 that a teacher's value-added track record is among the strongest predictors of student achievement gains.

In contrast, estimates from commonly used value-added models significantly understate the impact of private schools' on student achievement and/or overstate persistence.

After controlling for the baseline achievement of students, peers and the teacher’s own value-added in prior years, we estimated the variance in student outcomes associated with the textbooks used.

This paper draws on data from 179 middle school language arts teachers to explore factors that might mediate the relationships between measures of teaching and student achievement, using the Protocol for Language Arts Teaching Observation (PLATO) and value-added measures.