Sentences with phrase «achievement test scores measured»

Not exact matches

In contrast, parents who value a performance orientation, focus on their student's achievement as mainly measured by grades and test scores — the need to score better than others in order to succeed.

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.

«If we're saying that the only thing that's a valid measure of student achievement is a test score, versus all the other work they do, it's going to be a sad day for the students of New York state,» Mulgrew said.

Although researchers debate what IQ tests actually measure, they agree that scores can predict our ability to learn and perform certain tasks, and to some degree forecast our later academic achievement and job performance.

Students» self - reported emotions were measured by questionnaires, and their achievement was assessed by year - end grades and scores on a math achievement test.

Since tests can include cultural bias and handicap those with different languages and cultures, we need to look at assessment as a holistic approach that includes performance tasks, portfolios, achievement scores, creativity tests, and other measures.

• There was a widespread, well - justified concern that prior accountability measures based primarily on achievement levels (proficiency rates) unfairly penalized schools serving more disadvantaged students and failed to reward schools for strong test score growth.

Students entered the G&T program in 6th grade, and their progress was measured when they were 7th graders, using data drawn from their Stanford Achievement Test scores and attendance rates.

Our outcome measures include Stanford Achievement Test scores and attendance rates, both of which are drawn from administrative data provided by the district.

Recent government education policies seem to assume that academic achievement as measured by test scores is the primary objective of public education.

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.

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.

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).

I propose that when teachers analyze test scores and VAM measures to unpack student achievement, they can have three conversations:

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

Second, test scores can be reliable measures of educational achievement.

But for Core proponents, the timing couldn't be worse: Just as states began implementing the new standards, 40 states receiving No Child waivers are also launching new systems to evaluate teachers, which will incorporate some measures of student achievement, including, where available, scores from standardized tests.

But of the characteristics and attitudinal factors that were measured, «those that bear the highest relationship to pupil achievement are first, the teacher's score on the verbal skills test, and then his educational background — both his own level of education and that of his parents.»

Tilles raises legitimate concerns about the use of these tests — the quality of the tests, their snapshot nature, the unintended consequences of their being high stakes — but seems to forget that 20 % of the teacher score comes from «locally - selected measures of student achievement» and that 60 % of evaluation is based on «other measures.»

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.

A handful of school districts and states — including Dallas, Houston, Denver, New York, and Washington, D.C. — have begun using student achievement gains as indicated by annual test scores (adjusted for prior achievement and other student characteristics) as a direct measure of individual teacher performance.

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.

As an example of the limitation of this measure, note that the United States is coded as a country where teacher salaries can be adjusted for outstanding performance in teaching on the grounds that salary adjustments are possible for achieving the National Board for Professional Teaching Standards certification or for increases in student achievement test scores.

The district's schools have also narrowed the achievement gap in test scores, which NWEA MAP measures show are trending upward.

The authors suggest that other states learn from «the danger of relying on statewide test scores as the sole measure of student achievement when these scores are used to make high - stakes decisions about teachers and schools as well as students.»

Attempt to measure the achievement gains that a school or teacher elicits by subtracting their latest test scores from the previous year's.

That is, the true test of the predictive power of «noncog» measures is not whether they are correlated with cognitive measures (like achievement scores), but whether they are correlated with later life outcomes.

As the authors of the meta - analysis point out, there are many known, malleable predictors of achievement test scores that have much higher associations with achievement than measures of grit, e.g., study skills, test anxiety, and learning strategies.

In 61 randomly selected schools, students were assigned to classes based on prior achievement as measured by test scores.

In this report, we use 2007 test - score information to evaluate the rigor of each state's proficiency standards against the National Assessment of Educational Progress (NAEP), an achievement measure that is recognized nationally and has international credibility as well.

Reporting test - score levels will allow policymakers to clearly see absolute differences in achievement across schools, regardless of which growth measure is adopted.

Performance metrics tied directly to student test - score growth are appealing because although schools and teachers differ dramatically in their effects on student achievement, researchers have had great difficulty linking these performance differences to characteristics that are easily observed and measured.

Winners of the $ 4 billion Race to the Top jackpot committed to grand goals in using the federal grants to raise student achievement, as measured by higher test scores, narrowed achievement gaps, and increased graduation and college - going rates — all in four years.

Still, it is important to keep in mind that our results are limited to student achievement as measured by the 2003 TIMSS test scores in 8th - grade math and science in the United States.

Success Stories: Principals Reflect on the Year's Achievements Test scores aren't the only measure of success in today's schools.

Since ESSA requires the use of proficiency rates, one design objective is a combination of measures on academic achievement to reduce both the short - term gaming around «bubble kids» (both real and perceived) and also the long - term incentive to lowball cut - scores for various achievement bands on statewide tests.

The intervention produced substantial gains in measured student achievement in the year following its completion, equivalent to moving the average student from the 50th to the 59th percentile in achievement test scores.

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.

While NAEP, the Nation's Report Card, scores are the gold standard for measuring student achievement and serve as a yardstick for state comparisons, NAEP results are generally not known by students and their families, who rely on their state test results to know how they are performing.

And yet because achievement - gap mania has distilled «education reform» to measures that raise the test scores of poor and minority students, the solutions to what ails American education more broadly simply aren't being developed — in part because the question is hardly ever asked.

The most striking finding was that charter — high school attendance may positively affect the chance that a student will graduate and go on to college — two critical outcomes that have not been examined in previous research — suggesting the need to look beyond achievement - test scores when measuring the effectiveness of charter schools.

Achievement can be measured quantitatively, and we have seen gains in state and national testing results such as the SAT and AP test scores.

We will not here get into the many technical problems with measures of achievement growth — they can be significant — and we surely don't suggest that school ratings and evaluations should be based entirely on test scores, no matter how those are sliced and diced.

This suggests an alternative criterion by which to judge changes in student performance - namely, that achievement gains on test items that measure particular skills or understandings may be meaningful even if the student's overall test score does not fully generalize to other exams.

With 17,300 students, the district receives an abundance of information, including data from PARCC tests, districtwide pre - and post-common assessments in all content areas, Measures of Academic Progress in elementary and middle schools, Eureka Math and Achieve 3000 achievement scores, and professional - development surveys given to all teachers.

Following Linn «s (2003) advice for generating stable achievement measures, we represented each school «s performance by the combined mathematics and language scores for all grades tested, averaged over three years.

For instance, the high school graduation rate is at a record high, and the test scores of Black and Hispanic students have outpaced those of white students on long - term measures of reading and math achievement.

Efforts to improve ways to assess teachers have been stalled in part over disagreement about using students» academic achievement as measured by standardized test scores.

For instance, in addition to the use of test scores and SGP, much of the discussion focused on separate achievement measures for each teacher that will be developed by individual teachers and their principals.

We obtained student achievement data for literacy (reading or language arts) and mathematics from scores on the states «tests for measuring Adequate Yearly Progress (AYP) mandated by the No Child Left Behind Act of 2002 (NCLB).