Sentences with phrase «average on achievement tests»

Homeschool students score above average on achievement tests regardless of their parents» level of formal education or their family's household income.

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, 0.59On 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, 0.59on 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).

Lucero feels that there is not enough emphasis on science in classes at LES, and students typically have a poor showing in achievement tests on science and math compared to the national average.

Annual average improvement target of 2.5 percentage point gains in achievement on state reading and math tests between 2018 and 2025 for all students and student subgroups; plan includes goal of reaching a graduation rate of 90 percent by 2025 for all students and student subgroups

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.

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.»

We have to assume that the results on all tests are normally distributed and that achievement can be compared by shift - ing those entire distributions up or down in sync with the over - or underperformance of each district relative to U.S. and global averages.

Based on a randomized controlled trial with 78 secondary school teachers and 2,237 students, MTP - S improved student achievement test scores in the year following its completion, equivalent to moving the average student from the 50th to the 59th percentile.

The matrix converts scores on standardized tests — the Stanford Achievement Test for English - speaking students and the Aprenda exam for Spanish - speaking students with limited English proficiency — scores on the Naglieri Nonverbal Ability Test (NNAT), average course grades, teacher recommendations, and indicators for socioeconomic status into an overall index score.

The GRC compares academic achievement in math and reading across all grades of student performance on state tests with average achievement in a set of 25 other countries with developed economies that might be considered economic peers of the U.S..

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.

Achievement levels in the district nearly match the average of the nation (49th percentile on the Stanford Achievement Test).

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.

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.

As a group, Hispanics perform well below average on national achievement tests, and their high school dropout rate is nearly four times that of their non-Hispanic white peers.

Following years of below - average scores on the state achievement test, King students began outscoring the state average in six out of seven subjects in 1999, and they even moved into the top third in some subjects.

When asked how American students rank among developed countries on international tests of student achievement, their responses are, on average, very close to our actual ranking.

The school board decided to require the two - hour reading block at 59 elementary and 12 middle schools where students average scores of 25 or less on the Stanford Achievement Test.

«The rash of standardized testing after the No Child Left Behind Act became law in the early 2000s did not raise achievement averages very much,» he observes, but the backlash that has led states to ease back on testing isn't being replaced by anything that's apt to work better.

Members of these groups were told about either the state ranking of the average student in the respondent's district on standardized tests of achievement or the national ranking of the performance of the average student in the district.

Charter middle and high schools produce test - score achievement gains that are, on average, similar to those of traditional public schools.

First, we made a straightforward comparison of the average test - score gains in classrooms run by TFA and non-TFA teachers, controlling for a variety of factors known to influence academic achievement, including students» backgrounds, the students» previous performance on the TAAS, characteristics of their schools, and characteristics of their classmates.

Achievement effects are estimated using school - average test scores on state standardized math assessments.

«Here's the reason to stand up and take notice from third grade through high school, Union City students» scores on the state's achievement tests approxi ¬ mate the New Jersey averages.

As examples, studies that use student test performance to measure teachers» effectiveness — adjusted for prior achievement and background characteristics — demonstrate that, on average, teachers add more to their students» learning during their second year of teaching than they do in their first year, and more in their third year than in their second.

Because individual achievement tests only compare the child to an average student of grade x, it is important to be aware of the ceilings on these tests.

Higher achievement: OAS students» performances on standardized tests generally meet or significantly exceed state and district averages, a striking finding considering that OAS schools serve a greater proportion of ethnic minorities and a greater proportion of economically - disadvantaged students.

This means that if your 3rd grader receives a grade equivalent score on an individual achievement test of grade 5.8 in math, that she is working, at least on the questions that were asked, at the level of an average late 5th grader.

Students have scored above the national average in reading, language arts and math on annual achievement tests.

Based on the stability and level of performance on standard achievement tests in first and second grade (mean age in first grade = 82 months), children with IQ scores in the low - average to

During middle school, for example, students from elementary schools that had implemented the Developmental Studies Center's Child Development Project — a program that emphasizes community building — were found to outperform middle school students from comparison elementary schools on academic outcomes (higher grade - point averages and achievement test scores), teacher ratings of behavior (better academic engagement, respectful behavior, and social skills), and self - reported misbehavior (less misconduct in school and fewer delinquent acts)(Battistich, 2001).

Because of this, Indianapolis is one of the few big cities in the nation where charter school students are progressing enough on standardized tests to close the achievement gap between urban districts and the state average.

It required schools to publish their scores on state tests not just as averages, but broken down by students» race, sex and other groups, a rule that most educators agree has focused attention on narrowing achievement gaps.

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.

Ratings are based on the achievement of students on tests taken during the previous academic year or on a three - year average of achievement.

Test - based student achievement measures show that, on average, charter schools perform just about as well as their peers in traditional public schools.

2012: On Stanford Achievement Test Series, usually referred to simply as the «SAT 10», 96 % of 1st graders were at or above national average in reading and 97 % were at or above the national average in math.

Average test scores on accountability assessments throughout the 1990s show an increased gap in achievement between black and white students (Harris & Herrington, 2006).

The effect of students» sense of personalization on their academic achievement was measured using standardized test scores and weighted grade - point averages.

The student demonstrated intellectual giftedness as evidenced by any of the following: standardized achievement test scores (90th + percentile), scores on tests of general aptitude (125 + IQ), or other objective and subjective indicators of potential for well - above - average academic performance.

Because student achievement levels vary upon entry across schools, student growth measures are better measures of the impact of a school on student learning than a proficiency rate or average scale test score.

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.

The effect size of 0.62 that Higgins and his colleagues found for achievement in school subjects is equivalent to moving an «average» class of students from the 50th percentile to the 73rd percentile on a standardized measure, such as a reading or math test.

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.

Grade 4 test data, absentee students scored an average 12 points lower on the reading assessment than those with no absences — more than a full grade level on the NAEP achievement scale.

Are you ready to pick one state over another in terms of the likelihood that one state has its average student scoring higher on the NAEP achievement tests than the other?

Because students are typically assigned to performance levels based on test scores (typically 4 or 5 categories that signify below average to exceptional achievement), the likelihood of the assignment being correct or incorrect is also an important statistic.

For example, students in Alaska's secondary schools with full - time librarians were almost twice as likely as those without them to score average or higher on achievement tests.

By examining the average achievement test results (45 % of the rating), the percentage of test scores that are below the acceptable provincial standards (45 % of the rating), and the difference between test scores based on gender (10 % of the rating), the Fraser Institute Report Cards develops a standardized «overall rating out of 10».

A consistent relationship has also been shown with delayed reading age, below average scores on intelligence and achievement tests, conduct disorder of childhood and parental aggressive behaviour.»