Sentences with phrase «academic achievement test scores»

Authors from other countries have reported the highest prevalence of bullying is among elementary school — aged children.1, 4 The current study examines the prevalence of bullying involvement among elementary school children and its association with school records of attendance, academic achievement test scores, suspension or expulsion, and self - reported measures of psychosocial adjustment.

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.

Not exact matches

Farrell notes that colleges and universities tout the successes of their incoming students — test scores, academic achievement, acceptance rates, and the like — but rarely spend the same amount of energy sharing data about job placement and success rates of graduates.

With our culture and our nation's emphasis on high academic achievement, the perception that in order to get into college kids need straight As and perfect test scores, increased course work and more complex curricula, teachers are feeling the pressure to cover more material, and to prepare kids for the next grade.

National studies show that students who eat school breakfast are more likely to: reach higher levels of math achievement; score higher on tests; have better concentration, memory and alertness, improved attendance, behavior, and academic performance; and maintain a healthy weight

Although researchers debate what IQ tests actually measure, they agree that scores can predict our ability to learn and perform certain tasks, and to some degree forecast our later academic achievement and job performance.

Requiring private schools that receive public money to report student test scores improves academic achievement and ultimately enhances school choice, a Michigan State University scholar argues.

The authors wrote that, overall, the results of 46 articles published between 1985 and October 2008 found that «there is substantial evidence that physical activity can help improve academic achievement, including grades and standardized test scores.

In 1999, Michigan increased the reward for good academic performance by offering the Michigan Merit Award, a one - year $ 2,500 scholarship for any student who scores at Level I or Level 2 on the Michigan Educational Achievement Program (MEAP) tests in reading, mathematics, science, and writing.

Teachers» assessment of children's academic diligence may be affected by their achievement test scores or by other information that may not closely relate to children's diligence.

In the area of academic achievement, a few years ago the school's fourth graders had the highest scores in the district on the Connecticut Mastery Test, the state's standardized achievement tTest, the state's standardized achievement testtest.

Recent government education policies seem to assume that academic achievement as measured by test scores is the primary objective of public education.

The finding that happiness is positively correlated with GPA is significant, Hinton notes, because GPA provides a broader picture of academic achievement than standardized test scores, encompassing multiple types of abilities and the influence of social dynamics.

In tackling this task, Feinberg says, they «backed into» the five essential tenets of the KIPP model: High Expectations (for academic achievement and conduct); Choice and Commitment (KIPP students, parents, and teachers all sign a learning pledge, promising to devote the time and effort needed to succeed); More Time (extended school day, week, and year); Power to Lead (school leaders have significant autonomy, including control over their budget, personnel, and culture); and Focus on Results (scores on standardized tests and other objective measures are coupled with a focus on character development).

Her litany of complaints about the academic results of Klein's «radical restructuring» is somewhat familiar — «inflating» test results and «taking shortcuts» to boost graduation — except for the charge that «the recalibration of the state scores revealed that the achievement gap among children of different races in New York City was virtually unchanged between 2002 and 2010, and the proportion of city students meeting state standards dropped dramatically, almost to the same point as in 2002.»

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

But let's assume that you're in favor of pushing academic achievement and the improved test scores that seem to reflect it.

Since ESSA requires the use of proficiency rates, one design objective is a combination of measures on academic achievement to reduce both the short - term gaming around «bubble kids» (both real and perceived) and also the long - term incentive to lowball cut - scores for various achievement bands on statewide tests.

Existing empirical evidence, however, does not find a strong role for measured characteristics of teachers — such as teacher experience, education, and test scores of teachers — in the determination of academic achievement of students.

Many achievement tests created and administered at the state level — such as the Massachusetts Comprehensive Assessment System (MCAS), the Texas Assessment of Academic Skills (TAAS), or the Virginia Standards of Learning (SOL) Assessments — use criterion - referenced scoring.

The finding that family financial support enhances academic achievement in the form of test scores is consistent with other research on the impact of the EITC showing impacts on later outcomes such as college enrollment.

First, we made a straightforward comparison of the average test - score gains in classrooms run by TFA and non-TFA teachers, controlling for a variety of factors known to influence academic achievement, including students» backgrounds, the students» previous performance on the TAAS, characteristics of their schools, and characteristics of their classmates.

In 2011, the Massachusetts Department of Elementary and Secondary Education classified Bentley Elementary as a Level 4 school for its low test scores and academic achievement.

At a gardenless charter school called Cal Prep, where 92 percent of the students are black or Latino, where the focus is on academic achievement, and where test scores have been rising steadily.»

Poring over school records, he noted a pattern of significantly higher scores on tests of academic achievement and cognitive ability, including IQ tests, up to four years after the program's end.

According to a study by public school education news site, School News Network (SNN), socioeconomic status affects academic achievement; that is, poor students get just as poor test scores.

Lastly, NCLB «s promise of a substantial increase in student academic achievement has not been materialized, and the law's pressure on teachers to raise test scores has backfired into resentment of federal involvement in schooling.

The policies that were criticized were those that increased attention to academic outcomes at the expense of children's exploration, discovery, and play; methods that focused on large group activities and completion of one - dimensional worksheets and workbooks in place of actual engagement with concrete objects and naturally occurring experiences of the world; and directives that emphasized the use of group - administered, computer - scored, multiple - choice achievement tests in order to determine a child's starting place in school rather than assessments that rely on active child engagement, teacher judgment, and clinical opinion.

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.

Efforts to improve ways to assess teachers have been stalled in part over disagreement about using students» academic achievement as measured by standardized test scores.

Nearly half surveyed had a negative impression of using test scores in teacher evaluation, but 68 percent approved of paying teachers more if their students show gains in academic achievement.

Obama and the Gates Foundation share some goals that not everyone embraces: paying teachers based on student test scores, among other measures of achievement; charter schools that operate independently of local school boards; and a set of common academic standards adopted by every state.

So far, Connecticut, Delaware, Louisiana, and Tennessee, and other states «can use science test scores,» but «they just can't be part of the «academic achievement» indicator.»

In particular, prior research studies have shown that access to books during the school day leads to higher test scores and academic achievement, even offsetting the -LSB-...]

The Times sought three years of district data, from 2009 through 2012, that show whether individual teachers helped — or hurt — students academic achievement, as measured by state standardized test scores.

The New York City Department of Education's stunning announcement that it intends to release teacher ratings based on student test scores and academic achievement is the latest example of a growing national movement to fix our country's broken public education system...

The Whole Child, Whole Person Summit will raise awareness for the need for education systems and schools to use a different methodology that expands the definition of academic achievement beyond content mastery and test scores.

Explains how the real aims of education have been lost in the current push to raise test scores through what Dr. Armstrong calls «the academic achievement discourse.».

But our schools, with their high academic standards, high - stakes tests, and performance bonuses for improved achievement scores — surely our schools are bastions of intellectualism?

To decide whether or not to provide a student with additional supports, school and district leaders rely mainly on test scores and other academic achievement data.

Commit to embracing arts and arts integration as a long - term (3 + years) strategy to: decrease the achievement gap, increase standardized test scores, and improve school culture and academic improvement simultaneously.

This biennial report card looks beyond test scores as the lone litmus test of Illinois» educational health to examine academic improvement, achievement gaps and learning conditions within the state's public schools.

In Virginia, scores on the Standards of Learning tests measure academic achievement.

Promisingly, researchers have found that it is possible to orient students toward positive learning mindsets through low - cost interventions, including online programs that teach students about growth mindsets and purpose.29 According to Carol Dweck and her colleagues, ``... educational interventions and initiatives that target these psychological factors can have transformative effects on students» experience and achievement in school, improving core academic outcomes such as GPA and test scores months and even years later.»

While the Department will likely add more academic performance measures in the future, for 2014 officials also included the level of participation in state assessments, achievement gaps between students with disabilities and the general population as well as scores on the National Assessment of Educational Progress, a standardized test used to gauge academic growth across the country.

They concluded that its impact on test scores is mixed and hard to discern, but that it supports academic achievement more generally by keeping students engaged in learning.

During middle school, for example, students from elementary schools that had implemented the Developmental Studies Center's Child Development Project — a program that emphasizes community building — were found to outperform middle school students from comparison elementary schools on academic outcomes (higher grade - point averages and achievement test scores), teacher ratings of behavior (better academic engagement, respectful behavior, and social skills), and self - reported misbehavior (less misconduct in school and fewer delinquent acts)(Battistich, 2001).

NCSECS advocated and helped influence the law including a provision raising the bar a bit higher to ensure high standards for special education students by limiting their participation in tests based on alternate (lower) academic achievement standards to 1 % of students tested (and not just limiting the reporting of their scores on such tests, as was done under NCLB).

The trust at the core of these relationships, contends Meier, is often sacrificed when standardization turns schools into academic grindstones and when test scores become the sole measure of achievement.

eAchieve Academy's students have a proven track record of academic achievement, receiving high scores on standardized tests, Advanced Placement and college entrance exams.