Sentences with phrase «achievement test scores between»

«No report... has found major differences in achievement test scores between MPCP students and similar MPS [Milwaukee Public Schools] students.

The achievement gap, as it is usually reported, is NOT the difference in achievement test scores between two groups of students.

Not exact matches

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, 0.59).

For instance, in an April 28, 2004, column, Winerip described a school in Florida as unfairly penalized by NCLB, but he failed to mention that the school reported low overall test scores and had significant achievement gaps between white and minority students.

Over the past few years, the districts profiled in the report — the Houston Independent School District, the Sacramento City Unified School District, the Charlotte - Mecklenburg school system in North Carolina, and the Chancellor's District in New York City, a special 25,000 - student district of low - performing schools — have improved test scores and narrowed achievement gaps between minority and white students.

Although there were some small - scale random - assignment experiments of the effects of desegregation on test scores, most of what we know today concerns the relationship between a school outcome such as achievement on the one hand, and racial composition on the other.

We ran a regression analysis to estimate the relationship between states» absolute and relative poverty levels and student achievement, and the result was clear: absolute poverty is a powerful predictor of achievement, while the relationship between relative poverty and test scores in the U.S. is weak and not statistically significant (see Figure 5).

They show that the schools that are most effective in raising student test scores do so in spite of the strength of the underlying relationship between math achievement and fluid cognitive skills.

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.

As noted earlier, whereas Amrein and Berliner simply compared the test scores of 4th graders in one year with those of a different set of 4th graders four years later, we measured students» growth in achievement between the 4th and 8th grades.

Up to eight states would be authorized to conduct demonstration programs testing whether state control of Head Start actually leads to better coordination of preschool programs, greater emphasis on school readiness, improvement in poor children's preschool test scores, and progress in closing the achievement gap between poor and advantaged students.

To estimate the achievement of workers born in the United States, we use mathematics test scores on the NAEP for 8th graders by birth state between 1990 and 2011.

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.»

We included administrative data from teacher, parent, and student ratings of local schools; we considered the potential relationship between vote share and test - score changes over the previous two or three years; we examined the deviation of precinct test scores from district means; we looked at changes in the percentage of students who received failing scores on the PACT; we evaluated the relationship between vote share and the percentage change in the percentile scores rather than the raw percentile point changes; and we turned to alternative measures of student achievement, such as SAT scores, exit exams, and graduation rates.

The low group could be defined by sub-basement scores on achievement tests and wide gaps between groups on achievement - test results.

Baseline test scores were included to adjust for the minor baseline differences between the treatment and control groups on the achievement tests and to increase the precision of the estimated impact.

(The negative effect to which Darling - Hammond refers was probably what Summers and Wolfe noted as the «perversely» negative relationship between 6th grade teachers» scores on the NTE Core Battery, a test of pedagogy and basic skills, and their students» achievement.)

As a result of our findings of no consistent statistical association between the achievement and attainment effects in school choice studies we urged commentators and policymakers «to be more humble» in judging school choice programs or schools of choice based solely or primarily on initial test score effects.

Due to this general disconnect between achievement and attainment effects of choice programs and, in a few cases in our sample, individual choice schools, we caution commentators and regulators to be more humble and circumspect in judging school choice programs and schools of choice based solely on their test score effects.

A study of test scores in each of the city's public elementary schools finds that diversity does not erase achievement gaps between white and minority students.

The third problem, Ho explains, raises concerns about achievement gaps — for example, average differences between test scores of white or higher - income students and minority or poor students.

The other good long term news is that Black and Hispanic students, who usually have much lower test scores than white students, are making greater long - term progress than whites — shrinking the achievement gap between whites and the other two groups.

The model, which achieves a reasonable level of fit, explains approximately 7 % of the variance in achievement, largely through the direct relationship assumed between collective efficacy and students «test scores -LRB-.23).

In the GOP Assembly plan, both the board and DPI would establish criteria to determine a school's letter grade, including test scores on math and reading, graduation and attendance rates, and the closure of achievement gaps between groups of students.

So the actual achievement gap will widen between the students in the affluent communities and the students in the cities with their increased test prep due to the low 2015 SBAC scores.

Your report about the growing achievement gap between white and African - American students over 20 years of «reform» in the Chicago Public Schools reaffirms our organization's strong opposition to one of the most harmful of these initiatives, the practice of flunking students based on their scores on the annual state tests.

Reform efforts in this state are paying off in higher test scores and lowering the achievement gap between minority and white students.

VAMs v. Student Growth Models: The main similarities between VAMs and student growth models are that they all use students» large - scale standardized test score data from current and prior years to calculate students» growth in achievement over time.

This is important because the research found a link between professional community and higher student scores on standardized math tests.25 In short, the researchers say, «When principals and teachers share leadership, teachers» working relationships with one another are stronger and student achievement is higher.

Some schools thought of as high or low performers in the past based on test scores could have ratings that show the opposite because of other factors being used in the ratings, including test score growth over time, readiness for graduation and progress on closing achievement gaps between student groups.

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.

More resources will improve student achievement, and can reduce test score gaps between disadvantaged students and more advantaged students.

A recent study of urban, suburban, and rural schools in four states found that smaller schools helped close the achievement gap — as measured by test scores — between students from poor communities and students from more affluent ones.

We aren't going to close the achievement gap or the gap in income between white and black or raise test scores overall if we find some excuse to criticize every movement that tries to fix things.

The term «achievement gap» refers to the gap between the test scores of low - income students (or students of color) and their wealthier (or white) peers.

In his cross-examination, Marcellus McRae, took aim at Seymour's assertion that the district didn't use test scores to make employment decisions on teachers and that despite the district's innovative policies, achievement gaps between ethnic groups persisted.

Average test scores on accountability assessments throughout the 1990s show an increased gap in achievement between black and white students (Harris & Herrington, 2006).

Attempting to show that even a well - managed school district can't close achievement gaps in student learning, McRae showed Fraisse data from the state Department of Education showing significant differences in test scores between African - American and Latino students and white students in some of the administrator's former school districts.

Schools and districts receive a score on a scale of 0 to 100 based on student reading and math test scores and growth, closing of achievement gaps between student subgroups, and various measurements of postsecondary readiness.

«The magnitude of the test - score gains from one year are equivalent to 10 percent to 20 percent of the achievement gap between minority and white students,» reads the report.

States differ in the amount budgeted for education, often with little to no apparent correlation between number of dollars spent and graduation rates or scores on achievement tests.

Schools and districts receive a score on a scale of 0 to 100 based on student reading and math test scores and growth, closing of achievement gaps between student subgroups, and various measurements of post-secondary readiness.

We say that the difference between effective and ineffective teachers, at least in terms of raising test scores, isn't so wide since out of school factors dominate in terms of impacting achievement.

Cotto posed a question about the arrangement in the MOU between Achievement First and Hartford Public Schools which says that the charter school's test scores will be included in the data for that of Hartford Public Schools.

For example, in order to address concerns about the fairness of using student test scores to evaluate teachers, Hillsborough County Public Schools, in Tampa, Florida, decided early on to focus on the growth in test scores between two points in time rather than a static achievement measure captured only once a year.

According to a study by the Council of Great City Schools, students that attend school in deteriorating buildings score between 5 to 11 percentile points lower on standardized achievement tests than students in modern, maintained buildings.

The seeming contradiction between the lack of persistence of value - added on achievement test scores and the significant impacts on adult outcomes frames an important puzzle for future research.

They believe that a uniform curriculum will lead to improved test scores and higher graduation and college admission rates while closing achievement gaps between minorities and whites.

Reliance on standardized achievement test scores as the source of data about teacher quality will inevitably promote confusion between «successful» instruction and «good» instruction.

Every educator knows the difference between real achievement and standardized test scores.