Sentences with phrase «achievement than test scores»

«It is students» grades that ultimately matter more for high school and college graduation than their test performance because grades capture more of the factors relevant for student achievement than test scores.»

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The company has produced a stellar sedan — Consumer Reports scored it higher than any other car it has ever tested — and Musk's achievements justify accolades: He co-founded PayPal and has made billions; SpaceX has made multiple missions to the International Space Station.

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.

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.

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).

By contrast, achievement scores on the Woodcock Word, Passage, and Reading Comprehension tests were higher for breastfed than for bottle - fed children (Table 4).

Stricter achievement tests showed the city's black and Hispanic students scored lower than whites and Asians.

Participants scored at least 10 points higher in achievement tests than students who did not participate.

For instance, data may show that the students who pass through one teacher's class consistently score lower on state achievement tests than the students in another teacher's class.

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, many education researchers speak and write as though they accept certain contingency - free causal connections — for example, that small schools are better than large ones; that time on task raises achievement; that summer school raises test scores; that school desegregation hardly affects achievement; and that assigning and grading homework improves achievement.

This comports with the interpretation that average peer achievement influences everyone's test scores, since Asians score higher than whites in math overall (the Asian - white score gap is positive and relatively large in math, 0.62 of a standard deviation in the 4th, 5th, and 6th grades).

For example, a student who begins the year at the 50th percentile on the state reading and math test and is assigned to a teacher in the top quartile in terms of overall TES scores will perform on average, by the end of the school year, three percentile points higher in reading and two points higher in math than a peer who began the year at the same achievement level but was assigned to a bottom - quartile teacher.

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.

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.

For more than three decades, the United States has been scoring below the international average among participating nations on tests of math and science achievement.

Tenth - grade earth science students who received PBL earned higher scores on an achievement test than students who received traditional instruction.

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 study found that after multimedia technology was used to support project - based learning, eighth graders in Union City, New Jersey, scored 27 percentage points higher than students from other urban and special needs school districts on statewide tests in reading, math, and writing achievement.

«Students who have highly effective teachers three years in a row score as much as 50 percentile points higher on achievement tests than those who have ineffective teachers for three years in a row.»

A study released earlier this month by Mathematica finds that students attending charter high schools in Florida scored lower on achievement tests than students in traditional public schools, but years later, the charter students were more likely to have attended at least two years of college and also had higher earnings.

When using one - hour testing sessions to gauge student performance, combined reading and math scores serve as a better indicator of student achievement than either test separately.

A student with a growth mindset in spring 2015 has ELA and Math test scores in the spring of 2016 that are approximately 0.07 and 0.04 standard deviations (SD) higher than a similar classmate (i.e., a classmate with the same previous achievement and demographic characteristics in the same school) with a fixed mindset (approximately two standard deviations below).

High school students in a half - dozen states are scoring much worse in reading on one version of the Stanford Achievement Test - 9th Edition than students in earlier grades.

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 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.

The concept is simple: A series of influential studies in recent years have shown that teacher quality is one of the most important factors in student achievement, so «good» teachers — as reflected in growth in student test scores — should be paid more than their less able colleagues.

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.

The legislation also, as Layton reported, «require states to intervene with «evidence - based» programs in schools where student test scores are in the lowest 5 percent, where achievement gaps are greatest, and in high schools where fewer than two - thirds of students graduate on time.»

«We are closing the shameful achievement gap faster than ever,» the mayor said again in 2009, as city reading scores — now acknowledged as the height of a test score bubble — showed nearly 70 percent of children had met state standards.

The state also computes the average scores of all tested students, called mean scale scores, which reflects the progress of all students rather than only those who changed achievement levels from one year to the next.

A 2006 study by the Department of Education found that charter school fourth graders had lower scores in reading and math on the National Assessment of Education Progress, a federal achievement test, than their counterparts in regular public schools.

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 policies that were criticized were those that increased attention to academic outcomes at the expense of children's exploration, discovery, and play; methods that focused on large group activities and completion of one - dimensional worksheets and workbooks in place of actual engagement with concrete objects and naturally occurring experiences of the world; and directives that emphasized the use of group - administered, computer - scored, multiple - choice achievement tests in order to determine a child's starting place in school rather than assessments that rely on active child engagement, teacher judgment, and clinical opinion.

The school has been underperforming on Illinois Standards Achievement Tests, but scores have been improving faster than the rest of the state.

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.

For us, being recognized as the highest performing charter school in CT means so much more than above average test scores and achievement results.

If states or districts tested math or literacy proficiency in more than one grade in elementary or in secondary schools, we averaged the percentages across the grades within the building level, resulting in a single achievement score for each school.

Thursday's LA Times editorial about the use of student achievement data in teacher evaluations around the country (Bill Gates» warning on test scores) makes some valuable points about the dangers of rushed, half - baked teacher evaluation schemes that count test scores as more than half of a teacher's evaluation (as is being done in some states and districts)...

In one year, Troy's students have posted incredible gains on Idaho's Standard Achievement Test (ISAT), jumping 22 points in ELA to rank in the top 11 districts in the state and more than tripling the percent of their students scoring Advanced on the Math assessment.

The test score issue comes as California's school accountability system is undergoing a broad revision, as the Brown administration and state schools chief Tom Torlakson search for more achievement measures than just test scores.

For example, in addition to information on achievement (which must include more than test score data), the public needs to know if schools lack basics like well - equipped and staffed libraries, art supplies and science labs, and clean bathrooms.

And a new study from the National Center on Performance Incentives at Vanderbilt University — although not studying the important question of whether teachers who receive high scores on TAP evaluations tend to produce greater gains in their students» test scores — found that a small sample of secondary schools using TAP produced no higher levels of student achievement than schools that hadn't implemented the TAP program.

Teacher turnover costs more than $ 2.2 billion in the U.S. each year and has been shown to decrease student achievement in the form of reading and math test scores.

The mean achievement gains for males on the overall test battery imply a percentile gain in test scores of a little less than 10 percentiles.

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

Interestingly, achievement benefits of private school choice appear to be somewhat larger for programs in developing countries than for those in the U.S. Wolf explains, «Our meta - analysis avoided all three factors that have muddied the waters on the test - score effects of private school choice.

By third grade, the average charter student scored 5.8 points higher in math on standard achievement tests than those who lost the lottery and 5.3 points higher in English.

Test scores increased less, and achievement gaps grew more, in «reform» cities than in other urban districts.

Learning in Burlington means much more than test scores or academic achievement.