Not exact matches
However, even after control for confounding and selection factors associated with infant feeding practices, increasing duration of breastfeeding was associated with small but significant increases in
scores on standardized
tests of ability and
achievement, teacher ratings of classroom performance, and
greater success at high school.
If this practice were the case, the
greatest fall - to - spring
achievement gains would occur among students around the threshold, while other students would struggle to match expected
test -
score gains.
Up to eight states would be authorized to conduct demonstration programs
testing whether state control of Head Start actually leads to better coordination of preschool programs,
greater emphasis on school readiness, improvement in poor children's preschool
test scores, and progress in closing the
achievement gap between poor and advantaged students.
These narrow goals will also give for - profit schools a powerful incentive to admit and encourage those students whom they expect to do well on
achievement tests or who are likely to show the
greatest value - added — that is, the
greatest improvement in
test scores.
I am certainly going to go to
great lengths to avoid arguing about whether using computers improves
test scores, or increases literacy, or boosts mathematics
achievement.
Participation in afterschool programs is influencing academic performance in a number of ways, including better attitudes toward school and higher educational aspirations; higher school attendance rates and lower tardiness rates; less disciplinary action, such as suspension; lower dropout rates; better performance in school, as measured by
achievement test scores and grades; significant gains in academic
achievement test scores;
greater on - time promotion; improved homework completion; and deeper engagement in learning.
Performance metrics tied directly to student
test -
score growth are appealing because although schools and teachers differ dramatically in their effects on student
achievement, researchers have had
great difficulty linking these performance differences to characteristics that are easily observed and measured.
The legislation also, as Layton reported, «require states to intervene with «evidence - based» programs in schools where student
test scores are in the lowest 5 percent, where
achievement gaps are
greatest, and in high schools where fewer than two - thirds of students graduate on time.»
The other good long term news is that Black and Hispanic students, who usually have much lower
test scores than white students, are making
greater long - term progress than whites — shrinking the
achievement gap between whites and the other two groups.
And in turns of getting
great «student
achievement» results (aka high
test scores) I could spend the whole year having students read nothing but newspaper extracts and single pages ripped from any current fiction.
Because they have spent little on developing robust data systems that can monitor student
achievement and teacher performance means (and thanks to state laws that had banned the use of student
test score data in teacher evaluations), districts haven't been able to help those aspiring teachers by pairing them with good - to -
great instructors who can show them the ropes.
And a new study from the National Center on Performance Incentives at Vanderbilt University — although not studying the important question of whether teachers who receive high
scores on TAP evaluations tend to produce
greater gains in their students»
test scores — found that a small sample of secondary schools using TAP produced no higher levels of student
achievement than schools that hadn't implemented the TAP program.
Most impressive is a new requirement that states intervene in schools where student
test scores are in the lowest 5 percent, where
achievement gaps are
greatest and in high schools where fewer than 67 percent of students graduate on time.
Studies of students who attend high - quality programs for a significant period of time show improvements in academic performance and social competence, including better grades, improved homework completion, higher
scores on
achievement tests, lower levels of grade retention, improved behavior in school, increased competence and sense of self as a learner, better work habits, fewer absences from school, better emotional adjustment and relationships with parents, and a
greater sense of belonging in the community.
According to a study by the Council of
Great City Schools, students that attend school in deteriorating buildings
score between 5 to 11 percentile points lower on standardized
achievement tests than students in modern, maintained buildings.
Despite the fact that
test scores, letter grades, and percentiles provide only narrow interpretations of student
achievement, parents generally express
greater comfort with these types of indicators than with more complex, alternative measures.
The E. M. Kauffman funded Philliber Research Associates evaluation of the CDF Freedom Schools program in Kansas City conducted between 2005 - 2007 indicates children who attend CDF Freedom Schools programs
score significantly higher on standardized reading
achievement tests than children who attend other summer enrichment programs; African American middle schools boys made the
greatest gains of all.
In particular, children who participate in high - quality early childhood development programs tend to have higher
scores on math and reading
achievement tests and
greater language abilities.
Children living in poverty have lower
scores on standardized
tests of academic
achievement, poorer grades in school, and lower educational attainment.2, 3 These patterns persist into adulthood, ultimately contributing to low wages and income.4, 5 Moreover, increased exposure to poverty in childhood is tied to
greater deficits in these domains.6, 7 Despite numerous studies demonstrating the relationship between family resources and children's educational outcomes, little is known about mechanisms underlying the influence of poverty on children's learning and
achievement.