Sentences with phrase «achievement test scores of»

At the start of junior high, the math achievement test scores of the students with a growth mind - set were comparable to those of students who displayed a fixed mind - set.

Psychologists Catherine Good, now at Baruch College, Joshua Aronson of New York University and Michael Inzlicht, now at the University of Toronto, reported in 2003 that a growth mind - set workshop raised the math and English achievement test scores of seventh graders.

Conversely, to take another example, evidence from a district in Norfolk, Virginia, shows that resegregated schools led to a decline in the achievement test scores of children of all races.

Two elementary schools in North Carolina increased the achievement test scores of students from the 30th percentile to the 83rd percentile over a three - year period.

Students who participated in the voucher program had declines in achievement tests scores of eight to 16 percentile points.

Not exact matches

Farrell notes that colleges and universities tout the successes of their incoming students — test scores, academic achievement, acceptance rates, and the like — but rarely spend the same amount of energy sharing data about job placement and success rates of graduates.

We have found that eliminating valedictorian status and class rankings has reduced stress at certain schools — especially those where achievement in the form of grades and test scores and college admission rates is valued above all other traits.

The «No Child Left Behind» act, signed by President Bush in January, greatly expands federal oversight of public education, mandating annual testing of children in grades 3 through 8 and one grade - level in high school, insisting every classroom teacher be fully certified and setting a 12 - year timetable for closing racial and economic achievement gaps in test scores.

Improve students» achievement test scores across the spectrum by an average of 11 percentile points.

Last school year, more than 4,600 CPS students scored below the 24th percentile on a portion of the Illinois Standards Achievement Test and were required to attend summer school before moving to the next grade level.

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.

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, 0.59).

National studies show that students who eat school breakfast are more likely to: reach higher levels of math achievement; score higher on tests; have better concentration, memory and alertness, improved attendance, behavior, and academic performance; and maintain a healthy weight

Paul Tough says his research shows that test scores are not good predictors of long - term achievement

The evidence is compelling: Two elementary schools in North Carolina were able to increase the achievement - test scores of students from the 30th percentile up to the 83rd percentile over a three - year period.

In 2011, the second year of more rigorous scoring of state standardized tests, achievement dipped slightly across the state, according to figures just released by the state education department.

The state was prepared to use part of its federal Race to the Top money to pay Wireless Generation to develop software to track student test scores, achievement and so on, creating a system similar to the Achievement Reporting and Innovation System, or ARIS, that it developed for the ciachievement and so on, creating a system similar to the Achievement Reporting and Innovation System, or ARIS, that it developed for the ciAchievement Reporting and Innovation System, or ARIS, that it developed for the city schools.

She managed the historic introduction of universal pre-K and oversaw significant gains in student achievement from test scores to high school graduation rates.

«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.

«In addition to gains in achievement test scores we also saw improvements in engagement with school, such as an increase in attendance of about 2.5 weeks per year» said Jonathan Guryan, Associate Professor of Human Development and Social Policy in the Institute for Policy Research at Northwestern University and Co-director of the University of Chicago Urban Education Lab.

Furthermore, immigrant children who were learning English and participated in the intervention had achievement scores on those state tests that were nearly as high as the achievement scores of classmates who were proficient in English.

Test audience reactions and word - of - mouth buzz have already made BAMBI II one of the most anticipated films of the year with audiences young and old, citing its remarkable achievements in endearing story, pristine animation and engaging score.

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.

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.

The study by the Educational Policy Institute, released Aug. 11, examined the scores on the Stanford Achievement Test 9 or 10 given to 1,800 5th graders at 24 KIPP schools in the fall of 2003, and again in either...

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.

Perhaps it's because white students score higher on achievement tests and graduate at substantially higher rates that many of the loudest voices in this debate aren't troubled by asking for patience and time to get things exactly right before proceeding.

Even if we ignore the fact that most portfolio managers, regulators, and other policy makers rely on the level of test scores (rather than gains) to gauge quality, math and reading achievement results are not particularly reliable indicators of whether teachers, schools, and programs are improving later - life outcomes for students.

However, if raising overall test - score performance and addressing the achievement gap are to be the main focus of federal policy, it is foolish to have a panoply of programs that direct state and local officials toward a host of other priorities, distracting them from their core mission.

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).

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.»

As we've seen in New York, which is a few years ahead of the curve when it comes to making its tests much harder, a higher cut score will make achievement gaps look much bigger, and the achievement of most high - poverty schools look much worse.

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.

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.

Value - Added Model (VAM): In the context of teacher evaluation, value - added modeling is a statistical method of analyzing growth in student - test scores to estimate how much a teacher has contributed to student - achievement growth.

U.S. Secretary of Education Arne Duncan has released broad principles for renewing the Elementary and Secondary Education Act that seek to address perennial complaints that the law's current version — the No Child Left Behind Act — is inflexible and focuses too narrowly on student test scores to get a picture of a school's achievement.

Opened by two teachers in 1994 and named Time magazine's «Elementary School of the Year» in 2001, the school reports that its scores on the Stanford Achievement test have jumped 97 percent since 1997.

Rick Hess and Paul Peterson, for example, have compared state cut scores for proficiency on their state tests to results on the U.S. Department of Education's National Assessment of Educational Progress (NAEP) to show that the level of achievement required to be declared proficient in many states has been dropping over the last decade.

University of Washington researchers use state test scores, rates of free and reduced lunch, and the number of AP classes that students enroll in to determine the general level of school achievement for comparison.

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.

This issue's research section offers a first - of - its - kind study examining the impact of instructor quality on student achievement in the higher education sector — finding that students taught by above - average instructors receive higher grades and test scores, are more likely to succeed in subsequent courses, and earn more college credits.

Westinghouse Information Service, a scoring contractor based in Iowa City, Iowa, blamed «computer error» for mistakes in the scores of the Arizona students in grades 1 through 12 who took the California Achievement Test in April.

Researcher: Nation's Future Depends on Raising White, Nonwhite Test Scores Observer & Eccentric, August 21, 2011» «If we can't make it happen, we may have already peaked as a nation,» said [Senior Lecturer] Ronald Ferguson, faculty co-chair and director of the Achievement Gap Initiative at Harvard.»

I first analyze changes over time in the FCAT test scores of students in their initial 3rd - grade year in order to discern the extent to which Florida's elementary - school students made true achievement gains during the period in question.

To evaluate the claim that No Child Left Behind and other test - based accountability policies are making teaching less attractive to academically talented individuals, the researchers compare the SAT scores of new teachers entering classrooms that typically face accountability - based test achievement pressures (grade 4 — 8 reading and math) and classrooms in those grades that do not involve high - stakes testing.

We have known for decades that teachers were being pushed into using bad test prep, that states and districts were complicit in this, that scores were often badly inflated, and even that score inflation was creating an illusion of narrowing achievement gaps.

Teachers» assessment of children's academic diligence may be affected by their achievement test scores or by other information that may not closely relate to children's diligence.

Nearly one - third of the 450,000 Arizona students who took a state - required standardized achievement test were given incorrect scores by the computer firm hired to grade the tests.