Study: Class size doesn’t matter

“Data-driven instruction” may be the least familiar policy of the bunch. Dobbie and Fryer explain: “We attempt to understand how schools use data through the frequency of interim assessments, whether teachers meet with a school leader to discuss student data, how often teachers receive reports on student results, and how often data from interim assessments are used to adjust tutoring groups, assig

[okemos]

米国のチャータースクールの分析結果。学級人数や生徒一人当り支出などは成績に重要でなく、教師からの頻繁なフィードバック、指導でのデータ利用、指導時間の増加、高い要求水準など、より手間をかける事が重要と。