Sentences with phrase «achievement on standardized tests»

Under then - Chancellor Michelle A. Rhee in 2009, the District became one of the first jurisdictions in the country to link a teacher's job security and compensation to student achievement on standardized tests.

Many observers (see, for example, Anson et al. 1991, Becker and Hedges 1992, Haynes et al. 1992, Joyner 1990, and Comer 1988) have found that students improve in a whole range of areas — self - efficacy, relationships with peers and adults, general mental health, achievement on standardized tests, and classroom grades.

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The roots of high achievement on standardized tests is less likely to be found in the classrooms of Massachusetts and more likely to be discovered in its neighborhoods and families, a refection of the prevailing economic health of the community served by the schools of that state.

I discovered the link between poverty and achievement on standardized tests many years ago when working at a state education agency.

Although the goal of the majority of schools today is to have higher student achievement on standardized tests, the promise of that happening depends upon the school community as a system: (1) becoming student - centered (Comer, Meier, Darling - Hammond), and (2) learning how to reach and teach the diversity of students (Dewey, Johnson, Wheelock, Goodlad, Gay).

Star 360 also helps accurately predict achievement on standardized tests, including the Delaware state assessment.

In 2009, no states tied tenure to a teacher's performance in the classroom as measured by student achievement on standardized tests.

Most states are using the value - added models to determine how much teachers contribute to their students» achievement on standardized tests.

The website offers an overview of performance and detailed information on a range of indicators of school climate and conditions, success in preparing students for college and career opportunities and achievement on standardized tests — all broken down by a dozen student groups, including low - income students, English learners, students with disabilities and other racial and ethnic groups, to highlight disparities in achievement.

In addition to examining principals» impact on student achievement on standardized tests, the study explored patterns of change in the composition of schools» teaching staff (reflecting the ability of effective principals to recruit and retain teaching talent), as well as the movement of principal talent across schools.

Beyond the student achievement on standardized tests, almost 1/3 of Ariel graduates test out of Algebra before their freshman year — a major achievement considering the dire statistics around math competency and graduation rates in typical public schools.

The Every Student Succeeds Act (ESSA; 2015) requires states to broaden school accountability beyond achievement on standardized tests and high school graduation rates.

Bilingual students also attain higher levels of achievement on standardized tests in reading, writing, social studies, and math and report higher levels of self - confidence (Tochon, 2009).

The costs of extra planning time are offset, however, by significant rewards, as evidenced by students» successes and their improved confidence and attitudes, as well as their achievement on standardized tests.

Mostly based on «value added,» a statistical measure of the contribution the teachers make to student achievement on standardized tests.

Coleman found that variation in school resources (as measured by per - pupil spending and student - to - teacher ratios) was unrelated to variation in student achievement on standardized tests.

The improved scores were impressive enough to lead several states and other major school districts, including New York, to adopt elements of the Chicago Public Schools (CPS) policy — making student progress toward the next grade dependent on demonstrated achievement on standardized tests.

He found a surprisingly large correlation between how well teachers did on this relatively easy test (the pass rate was 97 percent) and their students» achievement on a standardized test.

Standardized tests, benchmark assessments (often designed to see how students are progressing towards achievement on a standardized test), and end - of - course assessments are more about evaluating teaching and instruction.

Not exact matches

Research shows that kids who get fed are sick less, pay more attention in class, and even do better on standardized achievement tests.

Breastfed children had higher mean scores on tests of cognitive ability; performed better on standardized tests of reading, mathematics, and scholastic ability; were rated as performing better in reading and mathematics by their class teachers; had higher levels of achievement in school - leaving examinations; and less often left school without educational qualifications.

However, even after control for confounding and selection factors associated with infant feeding practices, increasing duration of breastfeeding was associated with small but significant increases in scores on standardized tests of ability and achievement, teacher ratings of classroom performance, and greater success at high school.

The design of this study made it possible to examine 1) the extent to which benefits of breastfeeding on cognitive ability and achievement were evident throughout middle childhood, adolescence, and into young adulthood; and 2) the extent to which breastfeeding was related to a range of indices of academic achievement that included performance on standardized tests, teacher ratings of academic achievement, and levels of success in examinations on leaving school.

Table 1 shows clear and highly significant (P <.0001) tendencies for increasing duration of breastfeeding to be associated with higher scores on measures of cognitive ability, teacher ratings of performance, standardized tests of achievement, better grades in School Certificate examinations, and lower percentages of children leaving school without qualifications.

On average, children who were breastfed for ≥ 8 months 1) scored between 0.35 and 0.59 SD units higher on standardized tests of ability or achievement and teacher ratings of school performance than children who were not breastfed, and 2) were considerably less likely than nonbreastfed children to leave school without qualifications (relative risk = 0.38; 95 % CI: 0.25, 0.59On average, children who were breastfed for ≥ 8 months 1) scored between 0.35 and 0.59 SD units higher on standardized tests of ability or achievement and teacher ratings of school performance than children who were not breastfed, and 2) were considerably less likely than nonbreastfed children to leave school without qualifications (relative risk = 0.38; 95 % CI: 0.25, 0.59on standardized tests of ability or achievement and teacher ratings of school performance than children who were not breastfed, and 2) were considerably less likely than nonbreastfed children to leave school without qualifications (relative risk = 0.38; 95 % CI: 0.25, 0.59).

In general, the results suggest that after adjustment for confounding, there were small but consistent tendencies for increasing duration of breastfeeding to be associated with increased IQ, increased performance on standardized tests, higher teacher ratings of classroom performance, and better high school achievement.

Furthermore, these differences also correlated with one measure of academic achievement — performance on standardized tests.

«Over the past decade we've been able to identify a growing number of educational interventions that have managed to have notable impacts on students» academic achievement as measured by standardized tests,» West says.

For admission, they must score at an 8th - grade level on standardized reading and math tests (the Richmond Tech PLC raised that to 9th grade because it had so many applicants), pass an interview, and sign an achievement contract that also commits them to attend a daily meeting called Morning Motivation.

EW: Why do you think achievement gaps persist on some standardized tests for minority and female students?

In a quasi-experimental study in nine Title I schools, principals and teacher leaders used explicit protocols for leading grade - level learning teams, resulting in students outperforming their peers in six matched schools on standardized achievement tests (Gallimore, Ermeling, Saunders, and Goldenberg, 2009).

This strategy should raise their standardized test scores, since researchers estimate that «85 percent of achievement test scores are based on the vocabulary of the standards.»

There is precious little research demonstrating the value of school counselors on student achievement ~ with good reason it is difficult to demonstrate the impact of counselors on standardized test scores ~ which have come to define achievement in recent years.

The study assessed performance on standardized achievement tests as well as measures of various character strengths.

On the other hand, we did not meet our goal to shrink by a significant margin the achievement gap (as measured by state - level standardized tests) as was our hope.

CASEL reports: «A landmark review found that students who receive SEL instruction had more positive attitudes about school and improved an average of 11 percentile points on standardized achievement tests compared to students who did not receive such instruction.»

The matrix converts scores on standardized tests — the Stanford Achievement Test for English - speaking students and the Aprenda exam for Spanish - speaking students with limited English proficiency — scores on the Naglieri Nonverbal Ability Test (NNAT), average course grades, teacher recommendations, and indicators for socioeconomic status into an overall index score.

«College and Career Ready» indicators: Many states already include AP, IB, ACT, and SAT achievement in their high school rating systems, and we heartily endorse all of these of these measures, especially those tied to achievement on AP / IB tests, which are precisely the sort of high - quality assessments that critics of dumbed - down standardized tests have long called for.

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.

To the extent the program involves student achievement, it bases awards on «student learning objectives» as «created by individual teachers, with the approval of site - based administrators»; these objectives «will be measured by a combination of existing assessment instruments, and teacher designed tools,» as well as by state standardized tests.

Results from annual standardized tests can be useful for accountability purposes, but student progress must be measured on a far more frequent basis if the data are being used to inform instruction and improve achievement.

The achievement gap between middle - school students and K — 8 students is put in stark relief in Figure 1, which displays our estimates of the impact of attending a middle school on student achievement as measured by standardized tests in math and English Language Arts.

Student achievement at schools operated by the Bureau of Indian Affairs as measured by scores on standardized tests is considerably lower than that of public schools, according to a report by the federal General Accounting Office.

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).

This is important to know because research has shown that teachers» aptitude, as measured by scores on standardized tests, significantly affects student achievement.

As a consequence, students» performances on this type of instructionally insensitive test often become dependent on the very same SES factors that compromise the utility of nationally standardized achievement tests when used for school evaluation.

Over the years, developers of standardized achievement tests have learned that if they can link students» success on a question to students» socioeconomic status (SES), then about half of the test takers usually answer that item correctly.

Statistically, a question that creates the most score spread on standardized achievement tests is one that only about half the students answer correctly.

The entire school reform movement is predicated on a hypothesis: Boosting student achievement, as measured by standardized tests, will enable greater prosperity, both for individuals and for the country as a whole.