Sentences with phrase «academic achievement data in»

Currently, MDI grade 4 data are being linked to developmental health data in kindergarten (collected via the Early Development Instrument [EDI]; Janus and Offord 2007) and academic achievement data in grade 4 (collected via provincial standardized tests).

Not exact matches

NHERI executes, evaluates, and disseminates studies and information (e.g., statistics, facts, data) on homeschooling (i.e., home schooling, home - based education, home education, home school, home - schooling, unschooling, deschooling, a form of alternative education), publishes reports and the peer - reviewed scholarly journal Home School Researcher, and serves in consulting, academic achievement tests, and expert witness (in courts and legislatures).

Stephanie Anzman - Frasca, Ph.D., of ChildObesity180, Tufts University, Boston, and co-authors used data from 446 public elementary schools in a large, urban school district in the United States to look at the impact of BIC on participation in the School Breakfast Program (SBP), school attendance and academic achievement.

While it is now widely recognised that social - emotional wellbeing is a protective factor for wellbeing and mental health, as well as a key to educational success, the current emphasis on academic achievement and data - driven accountability in schools tends to relegate social and emotional learning to one side.

New data suggest that in the advanced post-industrial democracies, immigrant girls are demonstrating greater academic achievement than immigrant boys.

For the most part, he says, the past decade of research on the accountability movement in education has focused on two things: whether or not the tests increased academic achievement, and how high - stakes testing has led to certain behaviors such as teaching to the test or manipulating the data.

To date, we can count a multitude of policy wins — better data, stronger accountability systems, and a move toward more rigorous academic standards — along with a universal acceptance that we must aim to close gaps in achievement and opportunity.

These data allow for comparisons between children within states who are otherwise similar in their academic achievement as well as in other background characteristics.

Under her leadership, scorecard data increased steadily especially in academic achievement and mission focus.

In my book, The Collapse of Parenting, I share data from many sources — including the National Institutes of Health, international databases such as the PISA program, scholarly papers by researchers such as Professor Jean Twenge, and many other sources — showing that American kids are indeed more likely to be obese, less likely to be physically fit, more likely to be anxious and depressed, compared with American kids 30 years ago — and in the case of academic achievement, doing much less well compared with kids in other countries, again a big change compared with American kids 30 years agIn my book, The Collapse of Parenting, I share data from many sources — including the National Institutes of Health, international databases such as the PISA program, scholarly papers by researchers such as Professor Jean Twenge, and many other sources — showing that American kids are indeed more likely to be obese, less likely to be physically fit, more likely to be anxious and depressed, compared with American kids 30 years ago — and in the case of academic achievement, doing much less well compared with kids in other countries, again a big change compared with American kids 30 years agin the case of academic achievement, doing much less well compared with kids in other countries, again a big change compared with American kids 30 years agin other countries, again a big change compared with American kids 30 years ago.

In a new study presented at the this year's fall research conference of the Association for Public Policy Analysis and Management in Chicago, we used data from CORE Districts, to assess whether there are systematic mindset differences present in the US population within and across schools, and whether holding a growth mindset predicts academic achievement gains of studentIn a new study presented at the this year's fall research conference of the Association for Public Policy Analysis and Management in Chicago, we used data from CORE Districts, to assess whether there are systematic mindset differences present in the US population within and across schools, and whether holding a growth mindset predicts academic achievement gains of studentin Chicago, we used data from CORE Districts, to assess whether there are systematic mindset differences present in the US population within and across schools, and whether holding a growth mindset predicts academic achievement gains of studentin the US population within and across schools, and whether holding a growth mindset predicts academic achievement gains of students.

In light of abundant data on low academic achievement and effort among high school students, Wagner's goal sounds impossible, but years of experience plus 150 interviews he conducted for the book convince him otherwise.

Fourteen percent of Michigan's charters are both low - performing and do little to improve student achievement, according to Stanford University's Center for Research on Educational Outcomes; while just one of the 11 charters shut down in 2015 - 2016 were closed because of academic failure, according to data from the Wolverine State's Department of Education.]

The achievement gaps in academic performance between students grouped by socioeconomic status and race / ethnicity have barely narrowed in the 50 years since this data has been collected in the United States.

The data show that SEL programs yielded a strong benefit in academic accomplishment, as demonstrated in achievement test results and grade - point averages.

The authors examined the student achievement data of each school included in the turnaround initiatives — and in LPS, each traditional public school in the district — to select schools that have made notable academic gains since implementing these practices.

With 17,300 students, the district receives an abundance of information, including data from PARCC tests, districtwide pre - and post-common assessments in all content areas, Measures of Academic Progress in elementary and middle schools, Eureka Math and Achieve 3000 achievement scores, and professional - development surveys given to all teachers.

«The Commissioner for Education Statistics shall, with the advice of the Assessment Board..., continue to conduct the trend assessment of academic achievement at ages 9, 13, and 17 for the purpose of maintaining data on long - term trends in reading and mathematics.»

Marisa Castellano and Kirsten Sundell, co-principal investigators of the Rigorous Tests of Student Outcomes in CTE Programs of Study project, are wrapping up the fourth and final year of data collection for their study of the effects of POS / career pathways on student academic and technical achievement.

The report provides data that indicate scholarship students are making academic progress and are closing the achievement gap with the statewide student average by almost half over the last five years, from 32 percentage points in 2011 to 18 percentage points in 2015.

Real - time access to data drawn from real - world student and teacher experience permits rich insight into those tools and strategies that are emerging as most effective in supporting individual learner engagement and academic achievement.

Activities also include: the use of new or existing technologies to improve academic achievement; the acquisition of curricula that integrate technology and are designed to meet challenging state academic standards; the use of technology to increase parent involvement in schools; and the use of technology to collect, manage, and analyze data to enhance teaching and school improvement.

Though the researcher did not directly collect student outcome data, teachers reported that their implementation of IDEA strategies resulted in positive outcomes for students in areas of academic achievement, engagement / motivation, and collaboration skills.

The data also suggest that school leaders who involve their teachers in student conduct policy decisions has a greater impact on student academic achievement than many other measures.

The Academic Performance Framework (APF) was developed in an effort to combine school progress, achievement and culture data into one overall measure of school performance.

Strong technical skills, particularly in integrating technology in the classroom to drive academic achievement Demonstrated volunteer or community service At least one (or more) of the following: o National Board Certificationo TAP Experience (sign on bonus for TAP certification) o Core Knowledge Experienceo Experience with Blended Learningo At least two years of successful teaching in an urban environment ESSENTIAL POSITION FUNCTIONS: An Elementary School teacher is required to perform the following duties: Plan and implement a blended learning environment, providing direct and indirect instruction in the areas of Social Studies, Science, Language Arts, Health, and Mathematics based on state standards Participation in all TAP requirements, focusing on data - driven instruction Create inviting, innovative and engaging learning environment that develops student critical thinking and problem solving skills Prepare students for strong academic achievement and passing of all required assessments Communicate regularly with parents Continually assess student progress toward mastery of standards and keep students and parents well informed of student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent / teacher conferences Work with the Special Education teachers and administration to serve special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school policies

Calling them «data review days,» teachers would look at how their students were performing on various tests in different subject areas, and then they would share with one another the best practices that were producing positive academic achievement.

Burton and Malinowski both agreed that this collaborative approach — which doesn't happen at every school — to examining data and capitalizing on what works has brought their school's students very far in terms of academic achievement.

2012 KIDS COUNT Data Book The Annie E. Casey Foundation's new 2012 KIDS COUNT Data Book finds that, despite the increasing economic hardship on U.S. families, students» academic achievement and health conditions have improved in most states.

Second: one - time «snapshot» data of a single cohort of kids, which is all that NAEP can supply the first time around, tell you nothing about the academic achievement of children before they entered their charter schools — and just about everyone knows that a big fraction of the youngsters enrolling in charters were already behind the education eight - ball as a result of dismal performance in previous schools.

Data from a meta - analysis of the participant effects of private school vouchers illustrates that the effect of vouchers on participating students» academic achievement in both reading and math tends to start out neutral or negative in year one and trends to positive by years two or three of the program.

Using publicly available data from the California Department of Education (CDE), the results show that charter schools are making significant gains in narrowing the achievement gap, with African American students consistently earning higher Academic Performance Index (API) scores and proficiency rates statewide in many urban districts and across subjects.

The earlier preliminary look at NAEP TUDA (National Assessment of Educational Progress, Trial Urban District Assessment) biennial results for Atlanta Public Schools (APS; «Atlanta») offered the immediate data story that, in recent years, since 2015, the district's White - Black academic achievement gaps have been made unusually worse.

This report uses the latest data available to look at key transition points for DPS students from 2005 to 2011 to identify: Outcomes and trends in academic achievement and growth as students move from preschool through K — 12 and into college; and Potential barriers to success.

ESL Newcomer principal Gwen Snow said the dual challenges of teaching students the English language and American culture while also keeping up with academic standards is often not fully shown in state accountability data or the state's achievement gap data.

In describing the specific ways in which they use data from other nations, states most frequently pointed to the role of international indicators in comparing student achievement and developing academic - content standardIn describing the specific ways in which they use data from other nations, states most frequently pointed to the role of international indicators in comparing student achievement and developing academic - content standardin which they use data from other nations, states most frequently pointed to the role of international indicators in comparing student achievement and developing academic - content standardin comparing student achievement and developing academic - content standards.

In order to utilize the data provided by GreatSchools to compare the academic achievement of multiple schools, a prospective parent would have to create a table like Table One, a time consuming and potentially challenging process that no parent would actually undergo.

After completing a thorough review, which includes classroom audits, focus groups, surveys, and data collection, CORE experts will collaborate with you to determine next steps for improving instruction and academic achievement in your school or district.

The National Center for Analysis of Longitudinal Data in Education Research (CALDER) took a deep look at the impact of high turnover on student academic achievement.

«The Common Core standards, along with the aligned curriculum and the mining of nearly 400 data points reveal that the goal of the standards is not simply to improve academic achievement but also to instill federally determined attitudes and mindsets in students including political and religious beliefs,» states a report on the website of the Florida Stop Common Core Coalition.

In conjunction with raw achievement data scores, TVAAS provides educators with valuable information to drive innovative teaching approaches and ensure they are meeting the academic needs of students.

Performance Management Common Core and Smarter Balanced Assessments; Engaging Math Achievement Strategies; Second Language Learner Considerations in the Common Core; Post-Secondary Readiness; Using Data to Inform Instruction; Acceleration Learning Strategies for Students Below Grade Level; Best Leadership Academic Practices; School Turn - A-Round Best Practices; Coaching; Professional Development; Talent Development; Succession Planning; Principal Evaluations; Teacher Evaluations: Incentive Bonuses and Instructional Leadership.

This research - based, data - driven program builds an understanding of the role literacy plays in academic achievement and reinforces the skills needed to address student performance challenges in reading comprehension and content areas.

Reach has as its core mission the improvement of student achievement outcomes as predictors of success in college or career in the 21st century, bringing attention to high - leverage instructional practices, including LDC, that empower teachers with effective practices, and a focus on a set of core habits (student engagement, academic learning behaviors, differentiation, intentionality, data analysis, and language and thinking development).

For example, the student questionnaire on the National Assessment of Educational Progress, or NAEP, will gather information on students» social - emotional skills in 2017.51 Researchers intend to use these data to analyze the relationship between SEL and academic achievement on the NAEP exam.52 Districts and schools may find this information particularly useful to inform local interventions and improve student performance and behavior.

The letter grade is based 80 percent on the school's achievement score (which uses various data including student performance on end - of - grade and end - of - course standardized test scores) and 20 percent on students» academic growth (a measure of students» performance in relation to their expected performance based on the prior year's test results), resulting in a grade of A, B, C, D, or F. «Low - performing districts» are those with over 50 percent of their schools identified as low - performing.

An analysis of data from The After - School Corporation's (TASC) national demonstration of a longer school day shows that elementary and middle school students improved their academic achievement, attended school more often and benefitted from improvements in school culture.

A key mechanism for determining the effectiveness of this proficiency - based system is the use of Education Quality Reviews that incorporate quantitative and qualitative data in five dimensions of school quality: academic achievement, personalization, safety and school climate, high - quality staffing, and financial efficiencies.

A nine - member review board of prominent education researchers, policy leaders, practitioners and executives from around the country evaluated publicly available student achievement data on 27 large established urban charter school systems and found that Achievement First, KIPP Foundation and Uncommon Schools had the best overall student academic performance in reachievement data on 27 large established urban charter school systems and found that Achievement First, KIPP Foundation and Uncommon Schools had the best overall student academic performance in reAchievement First, KIPP Foundation and Uncommon Schools had the best overall student academic performance in recent years.

This study examines longitudinal data for 25,000 secondary school students to explore links between participation in the arts and academic achievement.