Sentences with phrase «behavioral test scores»
The team then entered the brain activity measures and behavioral test scores into a machine - learning algorithm.
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Eating breakfast improves academic performance, health, and behavior; that means better performance on standardized tests, improved concentration and memory, better math scores, better attendance and fewer tardies, as well as fewer behavioral referrals to the front office.
When you present the facts about school breakfast, and its associated benefits — increased test scores, fewer behavioral problems, improved focus in the classroom — you give stakeholders the opportunity to understand the measurable results that come from feeding students a morning meal.
That 2005 Economic Journal study of American women who returned to work within 12 weeks showed that infants whose mothers went back even earlier were likely to have more behavioral problems and lower cognitive test scores at age 4.
A more complex picture emerges among people who had anesthesia several times as small children: Although their intelligence is comparable, they score modestly lower on tests measuring fine motor skills, and their parents are more likely to report behavioral and learning problems.
Family members» eye - movement capabilities were not strongly correlated with their scores on other cognitive or social - behavioral tests, a result that Mosconi calls «exciting.»
Using data from 58 of the 59 infants, the algorithm picked out the brain connections that differ between children with and without autism, and that track with scores on any of the behavioral tests.
Since the mid-1990s, the North Carolina Department of Public Instruction (NCDPI) has required all districts to submit data that include demographic information, attendance rates, and behavioral outcomes, yearly test scores in math and reading for grades 3 through 8, and subject - specific tests for higher grades.
It provides teachers with a convenient way to use a laptop or a smartphone to give students immediate props for good behavior or to flag them for misbehaving, and makes it a whole lot easier for teachers and parents to communicate about the kind of critical behavioral and character stuff that can get short shrift given today's fascination with test scores.
And yet, its proponents say the practice has a solid place in the 21st - century classroom because looping has been known to strengthen student - teacher bonds, improve test scores, expand time for instruction, increase parent participation, and reduce behavioral problems and placements in special education programs.
West's data on Florida includes annual FCAT math and reading test scores as well as two behavioral outcomes: days absent and a measure of whether they dropped out of high school by grade 10.
Taylor was formerly labeled as one of the worst schools in the state, but is now recognized for its «Continuous Improvement,» with increased attendance, standardized test scores, and parent involvement, as well as decreased behavioral incidents.
Comparing boys to their sisters in a data set that includes more than 1 million children born in Florida between 1992 and 2002, the authors demonstrate a persistent gender gap in graduation and truancy rates, incidence of behavioral and cognitive disabilities, and standardized test scores.
Additionally, the Promising Afterschool Programs Study, concluded in 2007, found that disadvantaged students who regularly participate in high - quality after - school programs usually see significant gains in test scores and work habits, as well as a corresponding decrease in behavioral issues in school.
Behavioral economists found that scores rose for U.S. students who were bribed with $ 25 before taking a test that resembles the PISA exam.
sean reardon of Stanford University and Andrew Ho of Harvard University are the 2013 recipients of the Palmer O. Johnson Award for the article, Estimating Achievement Gaps From Test Scores Reported in Ordinal «Proficiency» Categories, published in the Journal of Educational and Behavioral Statistics in August 2012.
Affectionately known as «America's Favorite Teacher,» Stephen has moved daily attendance from 40 % to 93 %, reduced behavioral incidents, improved test scores and helped create 2,200 youth jobs in the Bronx.
* C. Fleming et al. «Do Social and Behavioral Characteristics Targeted by Preventive Interventions Predict Standardized Test Scores and Grades?»
However, research published in 2006 on families in five major U.S. cities who used the federal Moving to Opportunity housing voucher program to transplant from public housing to more affluent neighborhoods concluded that living among the more affluent had no significant impact on student test scores, behavioral incidents or student engagement.
The five Schools of Opportunity profiled here refuse to ration access to their most advanced and interesting courses, they refuse to push out or exclude students who struggle with behavioral issues, and they refuse to define test scores as their sole measure of success.
Both student self - reports and teacher reports were found to be significantly predictive of student academic and behavioral outcomes, including GPA, state test scores, suspension rates, and absenteeism.
Admission is determined by lottery — students do not need certain grades, test scores, or behavioral records to attend.
Once we control statistically for the quality of individual teachers by the use of teacher fixed effects, we find large returns to experience for middle school teachers in the form both of higher test scores and improvements in student behavior, with the clearest behavioral effects emerging for reductions in student absenteeism.
Mental health issues such as attention difficulties, delinquency, and substance misuse are associated with lower academic achievement and attainment.91 Likewise, trauma is associated with lower standardized test scores and an increased risk of being diagnosed with a learning disability or behavioral disorder.92 While mental health and traumatic events can be devastating to individual academic achievement, research indicates that traumatic events also affect the entire class.
Mental health issues such as attention difficulties, delinquency, and substance use are associated with lower academic achievement and attainment.77 Likewise, experiencing trauma is associated with lower standardized test scores and an increased risk of being diagnosed with a learning disability or behavioral disorder.78 When children experience trauma, it not only affects their own learning but also that of their classmates.
Maintain student records including progress charts, daily or weekly grades, test scores, behavioral checksheets, incident reports, report cards, graduation worksheets, etc..
Neuro - psychological tests (unlike bedside cognitive and behavioral neurologic screens) are standardized, meaning that they are given in the same manner to all patients and scored in a similar manner time after time.
Consistent with previous research by the test developers, 24 we dichotomized infants by a 9 - month ITSC score of 0 to 2 (no or mild regulatory problems) versus ≥ 3 parent - endorsed symptoms (moderate to severe regulatory problems), as this threshold has predicted elevated risk of developmental and behavioral problems at 3 to 4 years of age.25
As we discuss below, one recent study found that family stability trumps family structure as it pertains to early cognitive development even after controlling for economic and parental resources.26 It has been shown that children living in stable single - parent families (that is, families that were headed by a single parent throughout childhood) do better than those living in unstable two - parent families (that is, families that had two parents present initially but then experienced a change in family structure).27 Another study finds that children living in stable cohabiting homes (that is, families where two parents cohabit throughout the child's life) do just as well as children living with cohabiting parents who eventually marry.28 But other research challenges the conclusion that it is family stability that is crucial for child wellbeing One study, for instance, found that children who experience two or more family transitions do not have worse behavioral problems or cognitive test scores than children who experience only one or no family transitions.
She analyzed data on four variables for the children: reading and math test scores; a measure of behavioral problems; and a measure of home environment, which looked at levels of cognitive stimulation and emotional support.
Children raised in families that experience multiple transitions do not consistently have higher levels of behavioral problems or lower test scores than do children in family types with one or fewer transitions, even when only child characteristics are controlled... Finally, maternal psychological well - being is shown to be an important mechanism by which family structure affects behavioral outcomes, but not cognitive ones.»
They statistically controlled for the children's social class, race, the children's early behavioral and test scores, and factors such as physical, mental, and emotional handicaps as assessed by physicians.
Fact:» [W] e find that family structure does operate through economic status because, once income is controlled, the family structure effects primarily disappear for both behavioral and cognitive outcomes... Children with higher quality home environments (with respect to emotional support and cognitive stimulation) have fewer behavioral problems and higher cognitive test scores.
In fact, combined treatment, medication management, and behavioral treatment never differed significantly among themselves, with 3 exceptions (combined treatment > behavioral treatment for parent - reported internalizing problems and oppositional / aggressive symptoms, and Weschler Individual Achievement Test reading achievement score).
The majority of children from divorced families score within the Average range on standardized tests, and function well on measures of psychological, social and behavioral adjustment.