It would make matters more difficult because the most important flaw of the No Child Left Behind accountability system is its reliance on the level of student
achievement at a single point in time as a measure of school performance.
Not exact matches
Given the strong influence of out - of - school factors on student
achievement, any quality measure based on the level of student performance
at a
single point in time will be heavily influenced by characteristics of a school's student body.
Many studies, including the AFT one, are inherently suspect, inasmuch as they look only
at student
achievement levels
at a
single point in time, thereby telling us little or nothing about how much pupils are learning.
The illustration provides a snapshot of student
achievement using standards - based grading, and captures each students» status, or the academic performance of each student,
at a
single point in time.
Recent theoretical work suggests that bullying might arise out of early cognitive deficits — including language problems, imperfect causal understanding, and poor inhibitory control — that lead to decreased competence with peers, which over time develops into bullying.14, 15 A small number of studies provide circumstantial evidence that such a hypothesis might have merit7: 1 study found a link between poor early cognitive stimulation and (broadly defined) inappropriate school behavior, 16 and another found cognitive stimulation
at age 3 years to be protective against symptoms of attention - deficit disorder
at age 7 years.17 A study of Greek children found that academic self - efficacy and deficits in social cognition were related to bullying behavior.18 A large US national survey found that those who perceive themselves as having average or below - average academic
achievement (as opposed to very good
achievement) are 50 % to 80 % more likely to be bullies.8 Yet these studies are based on cross-sectional surveys, with the variables all measured
at a
single point in time.