Sentences with phrase «average school test scores»

The evidence from South Carolina shows that voters do at least sometimes evaluate school board members on the basis of student learning trends as measured by average school test scores.

But the absence of a relationship between average school test scores and incumbents» electoral fortunes in the 2002 and 2004 school board elections raises important questions about the assumptions underlying accountability systems.

Not exact matches

As most would guess, kids with more disadvantages, such as poverty and less educated parents, come to school less prepared, which pulls down average test scores at districts where more kids face these challenges.

Your first impulse would probably be to look at a couple of factors: the average test scores of the schools» current pupils and their socioeconomic background.

«Don't judge a school by its average test scores or its socioeconomic or racial / ethnic composition.

So were the average GMAT scores of its entering classes, which tended to range near 600, more than 100 points below the best schools, which typically report scores in the 700 - plus range on an entrance test where the highest possible score is 800.

With about a 26 % acceptance rate, and an average Graduate Management Admission Test (GMAT) score of 712, the US News & World report ranks it as the 14th best business school in the US.

Lets assume that in 2005 the U.S. school children averaged a score of 62 on a standardized test, and this ranked them # 10 among all countries.

Proposal 48 holds that entering athletes can be eligible as freshmen only if they have a minimum score of 700 on the combined college board SAT test (or a 15 of 36 score on the American College Test) and a 2.0 high school grade - point average in 11 core courtest (or a 15 of 36 score on the American College Test) and a 2.0 high school grade - point average in 11 core courTest) and a 2.0 high school grade - point average in 11 core courses.

And a 2014 study of student performance at schools in California and New York, conducted by the American Institutes for Research, found that attending deeper - learning schools had a significant positive impact, on average, on students» content knowledge and standardized - test scores.

Arlington Heights School District 25, which has seven elementary and two middle schools, boasts above - average state test scores.

Homeschooled students have been shown to have higher average scores on the ACT test (26.5) than their public school peers (25).

This is in contrast to the usual ranking of schools by test score averages, which is more of an indication of how affluent the parents are than of how good the school is.

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).

When compared to control group counterparts in randomized trials, infants and toddlers who participated in high - quality home visiting programs were shown to have more favorable scores for cognitive development and behavior, higher IQs and language scores, higher grade point averages and math and reading achievement test scores at age 9, and higher graduation rates from high school.

For example, research has found homeschoolers generally score 15 to 30 percentile points above public school students on standardized tests and they're achieving above average scores on the ACT and SAT tests.

Share Our Strength's No Kid Hungry campaign reported in 2013 that on average, students who eat school breakfast attend 1.5 more days of school per year and score 17.5 percent higher on standardized math tests; when combined, these factors translate into a student being twenty percent more likely to graduate high school.

New York City's new schools chancellor pledged to boost training for elementary math teachers, after a national test found a drop in average math scores for the city's fourth - graders.

New York City's new schools chancellor pledged to boost training for elementary math teachers on Tuesday, after a national test found a drop in average math scores for the city's fourth - graders.

Recognizing the educational challenges represented by children in poverty, who are not fluent in English or have other special needs, the Bloomberg administration — even as it relentlessly encouraged the growth of charter schools — built a citywide methodology designed to look past simple comparisons of average school scores on state tests.

Late - term infants outperformed full - term infants in all three cognitive dimensions (higher average test scores in elementary and middle school, a 2.8 percent higher probability of being gifted, and a 3.1 percent reduced probability of poor cognitive outcomes) compared to full - term infants.

In the main study group, exposure to anesthesia for surgery before the age of 4 was associated with an average difference of 0.41 percent lower school grades and 0.97 percent lower IQ test scores.

They chose schools that were both above and below average when it came to student test scores and collective efficacy for teachers.

The greatest improvements should be seen among schools that had already received one F grade from the state, since their students would become eligible for vouchers if they received a second F. To test this hypothesis, average FCAT scale - score improvements for schools were broken out by the grade they received the year before.

Using student - level data from two states, Harvard Professor Martin West and I found that 40 to 60 percent of schools serving mostly low - income or underrepresented minority students would fall into the bottom 15 percent of schools statewide based on their average test scores, but only 15 to 25 percent of these same schools would be classified as low performing based on their test - score growth.

Leaning too heavily on proficiency rates or average test scores can unfairly target schools, especially those that serve disadvantaged students, for intervention, while ignoring schools where students are learning the least.

Though we do not have data on every aspect of teachers» working conditions, we do know certain characteristics of their students that many believe affect the teaching conditions at a school: the percentage of low - income students at the school (as estimated by the percentage eligible for a subsidized lunch), the shares of students who are African - American or Hispanic, average student test scores, and class sizes.

While the evidence for the effectiveness of charter schools nationwide is mixed, research has found that the charter schools in these cities are on average more effective than district schools in raising student test scores.

Their peers» average test scores are about 0.15 standard deviations higher, and the new schools have higher - quality teachers, measured in terms of the fraction of teachers with less than three years» experience, the fraction that are new to the school that year, the percentage of teachers with an advanced degree, and the share of teachers who attended a «highly competitive» college as defined by the Barron's rankings.

Individual CMS schools vary widely in demographic composition: CMS high schools in 2003 ranged from less than 10 percent to close to 90 percent nonwhite, and were also dissimilar in average test scores and rates of high school graduation.

Both groups of schools saw an increase in the average math and reading scores during the first two years of the bonus program; treatment - group schools, however, did not experience a statistically significant improvement in average test scores relative to the schools in the control group.

Predicting freshman grade - point average from college - admissions and state high - school test scores.

NCLB required that states test students in math and reading each year, that average student performance be publicized for every school, and that schools with persistently low test scores face an escalating series of sanctions.

The extent to which a school is above or below that line indicates whether the average test - score improvement among its students has been greater or less than would be predicted based on their fluid cognitive skills.

A compelling way to see this is to look at the relationship across schools between the average test - score gain students make between the 4th and 8th grade and our summary measure of their students» fluid cognitive ability at the end of that period (see Figure 2).

On average across middle and high school math, TFA teachers out - performed veteran teachers by 0.07 standard deviations, the equivalent of 2.6 additional months of instruction or helping a student move from the 27th to the 30th percentile on a normal distribution of test scores.

(Almost all the African - American students came from schools with average test scores below the district mean; the few that did not had almost identical average impacts, but the number of available observations was too small to recover precise estimates.)

«Even small amounts of unauthorised absence from school were associated with substantial falls in average Naplan (National Assessment Program — Literacy and Numeracy) test scores.

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.

Also, children in yoga were significantly more physically fit than the school district average, based on scores from the annual California Physical Fitness Test.

Despite making far larger test - score gains than students attending open - enrollment district schools, and despite the emphasis their schools place on cultivating non-cognitive skills, charter school students exhibit markedly lower average levels of self - control as measured by student self - reports (see Figure 2).

Interestingly enough, no study has yet shown better high school test scores, but the Boston studies have shown higher grade point averages and, of course, attendance goes through the roof and dropout rates are decreased.

Third, just the other day, a USA Today column called for shuttering a Kansas City charter school whose students recently won the National Society of Black Engineers Robotics Competition because its test scores are only average.

Students who scored in the top quarter of the sixth - grade math exam averaged anywhere from 19 to 26 on the high school ACT math test; the variations correlated with the effectiveness scores of their high school math teachers.

Such conversions could lower average charter - school test scores and become a black eye for the charter movement.

However, simple tests we conducted, based on changes in the average previous - year test scores of students in schools affected and unaffected by charter - school competition, suggest that, if anything, the opposite phenomenon occurred: students switching from traditional public to charter schools appear to have been above - average performers compared with the other students in their school.

No matter whether students enter a middle school in the 6th or the 7th grade, middle - school students experience, on average, a large initial drop in their test scores.

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.

One of the basic critiques of using test scores for accountability purposes has always been that simple averages, except in rare circumstances, don't tell us much about the quality of a given school or teacher.

In the most regulated environment, larger participants — those schools with 40 or more students funded through vouchers in testing grades, or with an average of 10 or more students per grade across all grade levels — receive a rating through a formula identical to the school performance score system used by the state to gauge public school performance, inclusive of test score performance, graduation rates, and other outcome metrics.