Sentences with phrase «academic achievement tests at»

The study examines the predictive validity of this assessment instrument on ELLs» performance on state required academic achievement tests at three grade levels.

Not exact matches

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.

Since 2006, the number of Houston schools earning one of the state's top ratings has more than doubled to exceed 200 campuses, fewer students are repeating a grade level, and more are testing at the highest levels of academic achievement.

In addition to submitting the Advanced Academic Programs Level IV Referral Form, parents or guardians should also supply if available the Gifted Behaviors Rating Scale with Commentary completed by the previous year's teacher (s), report cards for at least 1 1/2 years including teacher comments (if not included in the student's academic file already received by the local FCPS school), and achievement test Academic Programs Level IV Referral Form, parents or guardians should also supply if available the Gifted Behaviors Rating Scale with Commentary completed by the previous year's teacher (s), report cards for at least 1 1/2 years including teacher comments (if not included in the student's academic file already received by the local FCPS school), and achievement test academic file already received by the local FCPS school), and achievement test results.

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.

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.»

Second, given the potential concerns about schools cherry - picking students and other concerns with high - stakes testing, it's worth looking at other evidence on academic achievement.

Though nominally just a commission report, A Nation at Risk (1983) told Americans that we faced a crisis of educational achievement and began to nudge the country through a 90 - degree change of course from the «equity» agenda of the previous quarter - century to the «excellence» obsession of recent decades, complete with academic standards, tests, and results - based accountability systems.

Because other states look to Massachusetts — where students overall routinely rank at the top of national and international tests — for lessons on academic achievement and innovation, the Bay State's policies on charter schools are being followed closely, former Florida education commissioner Gerard Robinson told charter advocates gathered in Boston recently.

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.

Such tests are used to evaluate student learning, skill level growth, and academic achievements at the end of an instructional period — such as the end of a project, unit, course, semester, program, or school year.

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.

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.

The report found that twice as many foster youth performed «below basic» and «far below basic» on state academic achievement tests than students statewide, were much more likely to drop out than any other at - risk student group, and only 58 percent of foster youth 12th graders graduated as compared to 84 percent of all 12th graders in California.

In addition to comparing computer use at schools with academic achievement, the report also released results from a 2012 computerized PISA test that assessed digital skills.

Schools must be in existence for at least five years and must demonstrate academic excellence as measured by standardized achievement tests, strong governance, operational sustainability and sound fiscal practices.

In what will prove a major overhaul of the state's system for evaluating the performance of schools, SB 1458 by Senate leader Darrell Steinberg provides that achievement test results can not constitute more than 60 percent of the value of the Academic Performance Index for high schools and at least 60 percent of the value of the API for primary and middle schools.

The ACT College and Career Readiness Benchmarks are scores on the ACT subject - area tests that represent the level of achievement required for students to have the best academic experience at the college level.

It finds that at subsequent grade levels after redesignation, the one - test AZELLA becomes less predictive of academic achievement, That is, the test over predicts student achievement, suggesting that many students may be under - served due to their scores the test.

In most state tests, «difficult» means testing student achievement in conventional academic subjects at an earlier age, such as algebra in grade 8.

First, ESSA requires states to include at least one measure of school quality or student success, in addition to other measures, such as academic achievement on state tests and graduation rates.

Researchers across the social and hard sciences study IQ test results also looking at everything from their relation to genetics, socio - economic status, academic achievement, and race.

The research, led by Charles Hillman, a professor of kinesiology and community health and the director of the Neurocognitive Kinesiology Laboratory at Illinois, suggests that physical activity may increase students» cognitive control — or ability to pay attention — and also result in better performance on academic achievement tests.

As much as I can understand some of the motivations behind opting out of standardized tests, I think it complicates the goal of helping all students to achieve at higher levels and close long standing academic achievement gaps.

December 17, 2011 Kewanee, Illinois students and staff speak at a Raising Student Achievement Conference about how SEL has improved academic test scores and lessesened discipline problems in the school.

Examination of the tests of indirect effects revealed that general cognitive ability at Time 2 (as measured by the Matrix Reasoning task) did not mediate the relation between negative parent - child interaction and academic achievement, B = − 0.01, SE = 0.02, Z = − 0.63, p = 0.53, or the link between parental scaffolding and academic achievement, B = − 0.83, SE = 0.73, Z = − 1.13, p = 0.26.

First, children's sustained attention and impulsivity at age 4.5 years partially mediated the relation between parenting quality (as measured by a composite index of physical and social resources in the home, observer ratings of parental sensitivity and cognitive stimulation) at 4.5 years and children's academic achievement (as measured by performance on standardized reading and mathematics tests) at age 6 (NICHD Early Child Care Research Network, 2003).