Sentences with phrase «achievement testing such»

Common grade - level achievement tests include the Terra Nova / CTBS, Iowa Test of Basic Skills (ITBS), California Achievement (CAT), Stanford Achievement (SAT), and all state mandated grade level achievement tests such as PSSA in Pennsylvania, NJASK, GEPA, and HSPA in New Jersey, TAAS and TAKS in Texas, and others.

Our panelists spoke about the importance of academic ownership and perseverance; panelists specifically addressed how these skills are applicable to achievement tests such as the MAP test.

The evaluation, which may last several hours (with some tests administered over several days) may also include achievement tests such as the Woodcock Johnson.

Not exact matches

To demonstrate that Sarah's achievements were not based on perception of look - alikes but on her grasp of abstract relations, Premack tested Sarah's ability to reason analogically, involving relations of change in size, color, shape and marking, as well as actions such as cutting, opening and marking.

Most evaluations of early education programs show that such programs improve children's school readiness, specifically their pre-academic skills, although the distribution of impact estimates is extremely wide, and gains on achievement tests typically fade over time.

Betty Rosa, the Regents chancellor and a former New York City school administrator, noted the current evaluation law has created a situation under which teachers in fields not covered by state tests, such as physical education, often find themselves rated on the basis of student achievement in areas that are tested, such as English and math.

«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.

Their thoughts about their daughters» maths ability were much more tied to actual maths achievements, such as test scores.

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.

There is no evidence that such tests boost student achievement, the committee says, and some students, about 2 percent, are not getting their diplomas because they can't — or think they can't — pass the test.

Second, math and reading achievement tests are not designed to capture what we expect students to learn in other subjects, such as science, history, and art.

For schools in the bottom quartile of the number of teachers with tested students, that is, schools with approximately 10 or fewer such teachers in elementary and K — 8 schools and five or fewer in middle schools, school - wide merit pay did lead to improved student achievement.

The same companies that published American textbooks also distributed such well - known assessments as the Stanford Achievement Test, the California Achievement Test, and the Iowa Tests of Basic Skills.

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.»

For the most part, he says, the past decade of research on the accountability movement in education has focused on two things: whether or not the tests increased academic achievement, and how high - stakes testing has led to certain behaviors such as teaching to the test or manipulating the data.

In implementing READS, districts must adopt a set of data use strategies that inform decision - making and help to improve student achievement, such as examining spring to fall achievement gains or losses and using the results of student surveys and achievement tests to select books that are well matched to students» reading skills and interests.

Assessment is, of course, a vital part of education, but the stakes attached to these tests are way out of balance when such a limited and imperfect measure of achievement counts for more than all the assessments of all the students» teachers,» says Orfield.

He was a powerful contributor to Massachusetts» preeminent education achievements and a highly respected leader among chief state school officers nationally,» said Professor Paul Reville, former Massachusetts Secretary of Education, noting Chester's impressive ability to find constructive middle ground on tough issues in the Commonwealth, such as the controversy over assessment tests PARRC and MCAS.

It involves awarding points, badges and achievements when learners do certain things (such as complete a piece of learning or get full marks on a test) and it works to reinforce the learning and motivate them to continue learning more.

And if the underlying measure of student achievement in these studies was standardized tests, as was surely the case in many of them, why are such tests acceptable as measures of teacher quality in studies that are meta - analyzed and used indirectly, but unacceptable when they are used directly to assess teacher quality in a structured research design?

When compared with such crude indicators, the combination of student achievement gains on state tests, student surveys, and classroom observations identified teachers with better outcomes on every measure we tested: state tests and supplemental tests as well as more subjective measures, such as student - reported effort and enjoyment in class.

Teachers» average student - achievement gains based on such tests are more volatile from year to year (which translates to lower reliability) and are only weakly related to other measures, such as classroom observations and student surveys.

The ideal assessment will be more nuanced, gathering student data over time but also looking at the small, yet significant improvements in achievement, such as higher grades or increased participation in class, which might not be immediately reflected in students» test scores.

To create such programs, states and districts must identify the most important elements of student performance (usually academic achievement), measure them (usually with state tests), calculate change in performance on a school - by - school basis, and provide rewards to schools that meet or beat performance improvement targets — all of which must be backed by system supports that enable all schools to boost results.

Teachers discuss and analyze student data such as test scores and achievement gaps, identifying areas in which students» needs aren't being adequately met and redesigning the curricula to meet those needs.

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.

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.

Recommendations for states, districts, and individual schools include improved teacher training, support for e-learning and virtual schools, stronger technology leadership, a move toward more digital content and away from reliance on textbooks, better use of broadband, and integration of data systems for such uses as online testing, understanding relationships between decisions, allocation of resources and student achievement, and tailoring instruction to individual students.

Supporters also point to high test scores, but the editorial claims «there is no way to accurately compare voucher [sic] students with Florida public school students» because the latter are required to take the state achievement test while the former are required to take one of several national achievement tests, such as the Stanford Achievement Test or Ptest scores, but the editorial claims «there is no way to accurately compare voucher [sic] students with Florida public school students» because the latter are required to take the state achievement test while the former are required to take one of several national achievement tests, such as the Stanford Achievement Teachievement test while the former are required to take one of several national achievement tests, such as the Stanford Achievement Test or Ptest while the former are required to take one of several national achievement tests, such as the Stanford Achievement Teachievement tests, such as the Stanford Achievement TeAchievement Test or PTest or PSAT.

The absence of a statewide student achievement test limited the means by which the cost to Wyoming of such a high - performing school system could be determined.

In addition, we control for determinants of student achievement that may change over time, such as a teacher's experience level, as well as for student characteristics, such as prior - year test scores, gender, racial / ethnic subgroup, special education classification, gifted classification, English proficiency classification, and whether the student was retained in the same grade.

In such circumstances, it is difficult to avoid statistical «mischief» and false negatives because test scores can bounce around from year to year for reasons other than genuine changes in student achievement.

As West shows in his Education Next article, moving to middle school leads to a «substantial drop in student test scores» in the first year of the transition, and the «relative achievement of middle - school students continues to decline in the subsequent years they spend in such schools.»

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

As someone responsible for students with learning disabilities and for closing the achievement gap, and as a school instructional leader, working toward eliminating standardized tests such as AP's and assessing department based learning outcomes, I am eager to learn more about three aspects of Finnish education:

Achievement tests, in contrast, measure specific knowledge and skills in particular content areas such as science, math, English, and social studies.

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.

Many achievement tests created and administered at the state level — such as the Massachusetts Comprehensive Assessment System (MCAS), the Texas Assessment of Academic Skills (TAAS), or the Virginia Standards of Learning (SOL) Assessments — use criterion - referenced scoring.

In high - poverty areas where progress has been made in closing achievement gaps, such as in Union City, N.J., and Clarke County, Ga., it wasn't a focus on standardized testing that worked.

And in the vast realm of regulation, perhaps the touchiest will turn out to be (or so we've been admonished by the critics and worry - warts mentioned above) the requirement that private schools administer state tests and be held publicly accountable for student achievement as measured by such tests.

The bill also eliminates goals and performance targets for academic achievement, removes parameters regarding the use of federal funds to help improve struggling schools, does not address key disparities in opportunity such as access to high - quality college preparatory curricula, restricts the federal government from protecting disadvantaged students, does not address poor quality tests, and fails to advance the current movement toward college - and career - ready standards.

Some tests, such as the Stanford Achievement Test, are developed for general use by any school district in the country, while other tests are developed for a specific state, such as the Massachusetts Comprehensive Assessment System (MCAS), and the Texas Assessment of Academic Skills (TAAS).

SBA is leading to an increased emphasis on student achievement, and many educators laud this focus, but a single - minded emphasis on student proficiency on tests has some potentially negative consequences such as narrowing curriculum and declining staff morale.

The finding that family financial support enhances academic achievement in the form of test scores is consistent with other research on the impact of the EITC showing impacts on later outcomes such as college enrollment.

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

Schools such as Wilbur shine under the current measure of academic success — the all - important Academic Performance Index — based on students» achievement level on standardized tests.

Such low scores indicate that the majority of students will have to make large gains in achievement before they are able to pass the test.

The results of such an analysis allow us to reality - test the broad cautions voiced by the Friedman Foundation, the Cato Institute, and others — in particular their warning that holding schools to account for student achievement (especially via conventional state testing programs) will surely cause them to turn their backs on such programs and thus leave needy children without good educational options at all.

These same schools report poor achievement by other major student groups as well, and have a set of characteristics associated generally with poor standardized test performance — such as high student - teacher ratios, high student enrollments and high levels of students living in or near poverty.

While the achievement results are encouraging, schools could have improved results in ways that would be unlikely to benefit students in the long run — such as reclassifying students to exempt them from testing or outright cheating.