The combination of these issues results in poor academic performance, often in a child who is perceived by others as having at least
average intellectual skills.
Not exact matches
,» published by the Consortium on Chicago School Research, students whose teachers routinely gave «authentic
intellectual assignments» increased their scores on the Iowa Test of Basic
Skills (a widely used standardized test) by 20 percent more than the
average increase in scores nationally.
This study concluded that «students who received assignments requiring more challenging
intellectual work also achieved greater than
average gains on the Iowa Tests of Basic
Skills in reading and mathematics, and demonstrated higher performance in reading, mathematics, and writing on the Illinois Goals Assessment Program.