Sentences with phrase «academic measure such»

The students in the program are all assessed using traditional academic measures such as local assessments and portfolios.

Not exact matches

The German academic behind the research decided to investigate by searching through all available studies that measured subjects» programming ability, personality traits, and intelligence, gathering 19 such studies for his efforts.

Longitudinal studies show that sons with involved and supportive fathers have higher measures of academic and social adjustment than sons without such support.5 Daughters who have strong connections with their fathers during adolescence become more self - reliant and academically successful.6

If you find your child's teacher is the one focusing too much on grades and academics, try asking questions that address the parts of your child that can't be measured by test scores and homework, such as character and friendships.

In addition to stifling academic freedom, such measures drive students to seek education outside their state's borders, depriving it of their skills and forfeiting the contribution they may have otherwise made to its development.

On topic questions included: what defines a «community school», whether community schools are only located in low - income neighborhoods, whether there is a plan to extend universal pre-K to three year olds, how much more expensive community schools are to operate than «regular» schools, why was the UFT not at this announcement, whether academic gains are expected from community schools and how will such gains be measured, what programs are added to «regular» schools as they are converted into «community» schools, potential changes to the admissions process for specialized high schools and whether the seats announced today are new programs or new spaces.

Today would've been the 100th birthday of the Hungary - born mathematician who published so many papers — and many with such great impact — that a playful measure of one's academic affiliation with him has been created

Whilst such restrictions are commonplace in many countries and are completely reasonable as measures to protect jobs for residents, it is something to consider if you are serious about an academic career abroad.

Such measures also do nothing to help Chinese journals gain recognition by the rest of the world, as has been described by two colleagues from Zhejiang University in an article entitled «The outflow of academic articles from China: why is it happening and can it be stemmed?».

The effect of a health intervention on surrogate measures of risk is of only academic, nonclinical interest if the treatment does not reduce subsequent major health events such as the onset of diabetes, dementia, and CAD.

But such discretion (or «safe harbor» provisions) need not equal the vague 1994 language or allow states to use measures that are divorced from academic results or are purely subjective and porous.

As outlined in the iNACOL Quality Assurance Performance Metrics, states, authorizers, and researchers should adopt more accurate measures of individual growth, such as the pre - and post-assessment measures typically used by national online learning support organizations (for example, the Measures of Academic Progress [MAP] or the equimeasures of individual growth, such as the pre - and post-assessment measures typically used by national online learning support organizations (for example, the Measures of Academic Progress [MAP] or the equimeasures typically used by national online learning support organizations (for example, the Measures of Academic Progress [MAP] or the equiMeasures of Academic Progress [MAP] or the equivalent).

The four elements posit LD as: 1) heterogeneous; 2) intrinsic or neurobiological; 3) marked by a significant discrepancy between learning potential (measured intelligence) and academic performance (measured skills in reading, writing, mathematics, and oral language); and 4) not caused by cultural, educational, environmental, or economic factors or by other disabilities (such as mental deficiency, visual or hearing impairments, or emotional disturbance).

While measures of teachers» general academic skills, such as SAT scores and college selectivity, are often statistically significant predictors of teachers» effectiveness in raising student achievement, their effects are modest in size.

To create such programs, states and districts must identify the most important elements of student performance (usually academic achievement), measure them (usually with state tests), calculate change in performance on a school - by - school basis, and provide rewards to schools that meet or beat performance improvement targets — all of which must be backed by system supports that enable all schools to boost results.

Such programs seem to encourage teachers to focus their work efforts on the areas of student performance that are being measured — primarily the core academic areas of mathematics, science, social studies, and reading.

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.

In most industrialized countries — nearly all of which outperform us on measures of academic achievement, such as PISA and TIMSS — students begin preparing for a career while still in high school.

Alternatively, there are many reliable interim assessments to measure student growth, such as the Northwest Evaluation Association's Measures of Academic Progress (MAP) that can be given every nine weeks and that measure growth no matter how long a student attends a virtual school.

States could also create entirely separate accountability systems for alternative schools, weighting existing measures differently (e.g. placing less emphasis on proficiency and placing more emphasis on academic growth) and using different indicators, such as high school completion rates instead of cohort graduation rates.

Along these lines, the House Democrats» (unsuccessful) substitute languageincluded «equity indicators» beyond reading and math scores, such as measures for student engagement, discipline, access to courses, academic growth, and more.

Of particular concern are states such as North Carolina that use scaled scores to measure students» academic growth longitudinally across the entire spectrum of student performance.

Some people would say, «Yes, you have to control for such factors because they are indirect measures of the kinds of academic stimulation and support students are receiving outside of school.

More and more, we will see such measures of competency replacing seat time as the indicator of academic progress.

At least one indicator of school success or student support — such as attendance, school climate, or access to AP or other advanced coursework — must be included in measuring school performance (though academic factors must still make up at least half of all indicators for accountability purposes).

The CALS construct is defined as a constellation of the high - utility language skills that correspond to linguistic features prevalent in oral and written academic discourse across school content areas and that are infrequent in colloquial conversations (e.g., knowledge of logical connectives, such as nevertheless, consequently; knowledge of structures that pack dense information, such as nominalizations or embedded clauses; knowledge of structures for organizing argumentative texts) Over the last years, as part of the Catalyzing Comprehension Through Discussion Debate project funded by IES to the Strategic Educational Research Partnership, Dr. Paola Uccelli and her research team have produced a research - based, theoretically - grounded, and psychometrically robust instrument to measure core academic language skills (CALS - I) for students in grades 4 - 8.

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.

With such variability, how do we measure academic success?

Schools such as Wilbur shine under the current measure of academic success — the all - important Academic Performance Index — based on students» achievement level on standardizeacademic success — the all - important Academic Performance Index — based on students» achievement level on standardizeAcademic Performance Index — based on students» achievement level on standardized tests.

Other teacher attributes: Recent studies suggest that measures of teachers» academic skills, such as SAT or ACT scores, tests of verbal ability, or the selectivity of the colleges they attended, may predict their effectiveness more accurately than the characteristics discussed above.

Measures of teachers» academic skills, such as their verbal ability, may more accurately predict their effectiveness, but there is far less evidence on this issue, and these findings are also not conclusive.

The Scholars» Paradise model would use «scale scores» or a «performance index» for the «academic achievement» indicator; measure growth using a two - step value - added metric; pick robust «indicators of student success or school quality,» such as chronic absenteeism; and make value added count the most in a school's final score.

A recent report from the Learning Policy Institute, a research and policy organization in Palo Alto, cites studies that found «that teachers of color boost the academic performance of students of color,» on measures such as improved reading and math scores, graduation rates and greater aspirations to attend college.

Toch praised the recommendations for «establishing clear standards» for evaluations and using other measures such as «student surveys, teachers» contributions to school culture, and, perhaps, students» academic success.»

The same principle applies to education: When a system values (and measures) many aspects of schooling, such as the amount of art and music, the time devoted to recess, student attendance, teacher attendance, teacher turnover, and academic achievement, the school and its students, teachers and staff are likely to be «balanced.»

The test designers analyze the component parts of specific academic skills, such as number understanding, and then write test items that will measure whether the child has all the component parts of the skill.

Accountability Measure Examples (PDF) are possible metrics spanning a range of domains such as academic learning, social - emotional learning, school culture and climate, and access and opportunity that could be used in accountability systems.

But this does not mean that value - added measures can not be useful for educators and leaders to improve instruction through other means, such as identifying practices that lead to higher academic achievement or targeting professional development toward teachers who need it most.

Government accountability measures such as the EBacc have been criticised for narrowing the curriculum in schools, with many seen to be prioritising more academic subjects at the expenses of creative areas.

Measures such as the Social, Academic, and Emotional Behavior Risk Screener - Teacher Version (SAEBRS) and SAEBRS - Student Version (mySAEBRS) can be used to identify students who are at risk for a range of difficulties, including those related to the display of:

Alone, these tests place up to one - third of students into remedial education, despite the fact that these students could actually pass a college - level course with at least a B. Furthermore, they solely measure academic knowledge, not attributes such as ambition, persistence, and willingness to connect and seek help, which are critical to succeeding in college, regardless of academic acumen.

The priorities, which will be core to a new accountability system, include school climate, student engagement, access to courses leading to college and careers and the implementation of new academic standards, such as the Common Core State Standards, as well as measures of student achievement.

In addition to measuring academic achievement, ESSA will also require schools to address at least one non-academic «other indicator» beyond traditional measures such as state exam scores or graduation rates.

Under the ruling, those measures can take a variety of forms, from simple — such as using a schoolwide gauge of academic achievement — to complex: «student learning objectives,» or SLOs, that are set individually by each teacher.

Measuring student academic performance by standard such as the ones outlined in the CCSS is different than more traditional grading methods that are used in most middle and high schools.

That measure, called Academic Growth Over Time, uses a mathematical formula to estimate how much a teacher helps students» performance, based on state test scores and controlling for such outside factors as income and race.

That measure was intended to provide flexibility to innovative schools, such as magnets, that seek to accommodate families seeking specific academic programs, Legg said.

Monitor for Sustainability of Academic Success: Academic progress of former ELL students must be monitored for two years after exiting and appropriate measures taken, such as re-enrolling or re-adjusting curriculum for students who do not maintain acceptable academic performanceAcademic Success: Academic progress of former ELL students must be monitored for two years after exiting and appropriate measures taken, such as re-enrolling or re-adjusting curriculum for students who do not maintain acceptable academic performanceAcademic progress of former ELL students must be monitored for two years after exiting and appropriate measures taken, such as re-enrolling or re-adjusting curriculum for students who do not maintain acceptable academic performanceacademic performance levels.

Such tests measure to what degree students have mastered academic skills in areas such as reading, math, writing, and other arSuch tests measure to what degree students have mastered academic skills in areas such as reading, math, writing, and other arsuch as reading, math, writing, and other areas.

As documented under Section 1115 of Title I, Part A of the Every Students Succeeds Act (ESSA), a local education agency receiving Title I funds «may use funds received under this part only for programs that provide services to eligible children under subsection (b) identified as having the greatest need for special assistance... Eligible children are children identified by the school as failing, or most at risk of failing, to meet the State's challenging student academic achievement standards on the basis of multiple, educationally related, objective criteria established by the local educational agency and supplemented by the school, except that children from preschool through grade 2 shall be selected solely on the basis of such criteria as teacher judgment, interviews with parents, and developmentally appropriate measures».