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PROOF POINTS: It’s easier and easier to get an A in math

The Hechinger Report

This story also appeared in Mind/Shift The latest warning sign comes from college admissions test maker ACT, which compared students’ ACT test scores with their self-reported high school grades between 2010 and 2022. A’s on the rise Percentage of ACT test takers with a grade point average of A, B, or C from 2010 to 2022 by subject.

Analysis 139
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Beyond English: Why Writing Belongs in Every Classroom

Catlin Tucker

Writing improves reading skills (Graham & Herbert, 2010; Shanahan, 2016). The Effects of Writing on Learning in Science, Social Studies, and Mathematics: A Meta-Analysis. Writing to read: A meta-analysis of the impact of writing and writing instruction on reading. Plus, it works across all subject areas! Kiuhara, S.

Classroom 259
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Better Feedback for Deeper Learning

A Principal's Reflections

Goodwin & Miller (2012) provided this summary: In Marzano, Pickering, and Pollock's 2001 meta-analysis, McREL researchers found an effect size for feedback of 0.76, which translates roughly into a 28-percentile point difference in average achievement (Beesley & Apthorp, 2010; Dean, Pitler, Hubbell, & Stone, 2012).

Learning 341
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PROOF POINTS: New evidence of high school grade inflation

The Hechinger Report

The ACT study found that high school grades rose between 2010 and 2022 while scores on the ACT fell. The latest is an analysis of more than 4 million high school seniors who took the ACT from 2010 to 2021. points from 3.22 (a B) in 2010 to 3.39 (a B-plus) in 2021. in 2010, but a 3.7 Credit: ACT Inc.

Analysis 142
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10 Strategies to Strengthen Instruction and Learning

A Principal's Reflections

In his meta-analysis of over 300 research studies, John Hattie found that direct instruction has above average gains when it comes to student results, specifically an effect size of 0.59. Another meta-analysis on over 400 studies indicated strong positive results (Stockard et al., Many of the original tenets still have merit today.

Strategy 319
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Using Feedback Logs to Empower Learners

A Principal's Reflections

Goodwin & Miller (2012) provided this summary: In Marzano, Pickering, and Pollock's 2001 meta-analysis, McREL researchers found an effect size for feedback of 0.76, which translates roughly into a 28-percentile point difference in average achievement (Beesley & Apthorp, 2010; Dean, Pitler, Hubbell, & Stone, 2012).

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Why Video Works for Teacher Improvement and Reflection, According to the Research

Edthena

Teachers with strong video analysis skills have higher rates of student learning. Whether through peer or solo video analysis and reflection, research found that teachers who analyzed video for strategic improvement (such as by setting PEERS goals ) positively connected to higher rates of student learning (Kersting et. Seidel et al.,

Video 84