Sentences with phrase «achievement than standardized test»

The finding that happiness is positively correlated with GPA is significant, Hinton notes, because GPA provides a broader picture of academic achievement than standardized test scores, encompassing multiple types of abilities and the influence of social dynamics.

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).

The board — which oversees the country's largest standardized - testing programs, including the Scholastic Aptitude Tests, the Achievement Tests, and the Advanced Placement tests for high - school students — is a membership organization of more than 2,500 colleges, schools, school systems, and education associatTests, the Achievement Tests, and the Advanced Placement tests for high - school students — is a membership organization of more than 2,500 colleges, schools, school systems, and education associatTests, and the Advanced Placement tests for high - school students — is a membership organization of more than 2,500 colleges, schools, school systems, and education associattests for high - school students — is a membership organization of more than 2,500 colleges, schools, school systems, and education associations.

Evaluations of any educational technology program often confront a number of methodological problems, including the need for measures other than standardized achievement tests, differences among students in the opportunity to learn, and differences in starting points and program implementation.

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.

Students who use the voucher to enroll in private schools end up with much lower math achievement than they would have otherwise, losing as much as 13 percentile points on the state standardized test after two years.

What is clear, however, is that both Catholic schools and voucher programs for low - income families show stronger effects on students» educational attainment than on their achievement as measured by standardized tests.

Students who use newspapers tend to score higher on standardized achievement tests — particularly in reading, math, and social studies — than those who don't use them.

As well, CT showed larger effects on the mathematics achievement of special need students than that of general education students, the positive effect of CT was greater when combined with a constructivist approach to teaching than with a traditional approach to teaching, and studies that used non-standardized tests as measures of mathematics achievement reported larger effects of CT than studies that used standardized tests.

They say student achievement is much more than a score on a standardized test and that it's a mistake to rely so heavily on charter schools.

The teacher is still the best assessment tool because classroom assessments are formative (immediate) in nature, and over time they provide a cumulative, running record of achievement that is more reliable than any standardized test.

In addition, children who received substantial instruction in the RCCP curriculum performed significantly better on standardized academic achievement tests than other children.

Maryland's public school students made greater gains on a national standardized test than their peers in nearly every other state, although the achievement gap between white and minority students persists.

A study of homeschooled student scores on standardized achievement tests shows higher scores than the general population (National Home Education Research Institute, 1997).

At a time when a recent report shows that teachers are less satisfied with their jobs than they have been in decades, Mieliwocki acknowledged the challenges that the profession faces and the narrow focus on student achievement and teacher evaluations as measured by standardized tests.

Most of the 40,000 teachers who responded to a 2009 online questionaire sponsored by the Bill & Melinda Gates Foundation and Scholastic said that state standardized tests are far less important in gauging student achievement than formative, ongoing assessments in class, class participation, and performance on class assignments.

School «reform» in this country is well down a specific road, one that seeks to view the public school system as something of a business rather than a civic institution and that promotes choice in the form of charter schools, vouchers, etc., as well as standardized tests as the key measurement of student achievement and teacher effectiveness.

While Achievement First likes to brag that their students do better on standardized tests than students in their neighboring district schools, they fail to reveal that the get those results by refusing to provide educational services to broad social - demographic groups within the community.

However, most of these tests are multiple choice, standardized measures of achievement, which have had a number of unintended consequences, including: narrowing of the academic curriculum and experiences of students (especially in schools serving our most school - dependent children); a focus on recognizing right answers to lower - level questions rather than on developing higher - order thinking, reasoning, and performance skills; and growing dissatisfaction among parents and educators with the school experience.

ASCD believes that accurately assessing student achievement requires more than results on standardized tests in two or three subjects.

They also say that despite promises to the contrary, the core - aligned standardized tests won't be dramatically better in assessing student achievement than the older tests.

In Chicago, 100 percent of the teachers at Maria Saucedo Scholastic Academy voted to boycott the Illinois Standards Achievement Test, backed by the full support of the Chicago Teachers Union, which called it «an obsolete test [that] has no use to educators or administrators... and serves no purpose other than to give students another standardized test.&raTest, backed by the full support of the Chicago Teachers Union, which called it «an obsolete test [that] has no use to educators or administrators... and serves no purpose other than to give students another standardized test.&ratest [that] has no use to educators or administrators... and serves no purpose other than to give students another standardized test.&ratest.»

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.

Studies so far tell us that we can expect the «better» teacher's students to score about 6 percentile points higher, on average, on a standardized achievement test than the students of the «worse» teacher.

These models, which consider student growth on standardized tests, fall roughly into four categories: «value - added models» that do not control for student background; models that do control for student background; models that compare teachers within rather than across schools; and student growth percentile (SGP) models, which measure the achievement of individual students compared to other students with similar test score histories.

The E. M. Kauffman funded Philliber Research Associates evaluation of the CDF Freedom Schools program in Kansas City conducted between 2005 - 2007 indicates children who attend CDF Freedom Schools programs score significantly higher on standardized reading achievement tests than children who attend other summer enrichment programs; African American middle schools boys made the greatest gains of all.

We shifted towards standardized forms of inquiry, looking at student achievement data for the handful of Mam - speaking students who had been at Bridges for more than a few years; looking at achievement data for the 15 Mam - speaking kindergartners; looking at the entry level of Spanish proficiency (as measured by the IPT Language Proficiency Test) for native Spanish speaking students in our bilingual program and comparing the IPT scores of Mam - speaking children.

SZ: I'm generally supportive of the idea that [teach evaluation] has to be collectively bargained, I'm generally supportive of the idea that [student achievement data used for teacher evaluation] has to be more than one standardized test.

Au (2009) argues that, despite the «high - minded rhetoric» around high - stakes testing as means to ensure equity, achievement data suggests that systems of high - stakes, standardized testing are exacerbating rather than alleviating the inequalities they purportedly measure (p. 5).

As a group, these largely Hispanic students have persistently scored significantly lower than their white peers on standardized tests like the National Assessment of Educational Progress (NAEP), known as the nation's report card, despite increased attention to this «achievement gap.»

Eight studies that tracked the academic achievement of students for an average of 3.75 years after a social and emotional learning program found that participants performed about 13 percentage points higher in grades and standardized test scores than their peers, according to a 2017 overview of 82 social and emotional studies by researchers affiliated with the Collaborative for Academic, Social and Emotional Learning.