Sentences with phrase «between scores on standardized tests»

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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).

Lessons Learned from State SAT and ACT Scores,» researchers Brian Powell, Lala Carr Steelman, and Robert M. Carini compared states that are strongly teacher unionized with those that are not and found a clear link between teacher unions and higher state performance on certain standardized tests.

[13] Our outcome of interest is the third or fifth - grade score on the Florida Comprehensive Assessment Test (FCAT)[14] taken in the relevant year between 1999 and 2012, which we standardize statewide at the grade and year level to have a mean of zero and standard deviation of one.

On average, black students typically score one standard deviation below white students on standardized tests — roughly the difference in performance between the average 4th grader and the average 8th gradeOn average, black students typically score one standard deviation below white students on standardized tests — roughly the difference in performance between the average 4th grader and the average 8th gradeon standardized tests — roughly the difference in performance between the average 4th grader and the average 8th grader.

This is important because the research found a link between professional community and higher student scores on standardized math tests.25 In short, the researchers say, «When principals and teachers share leadership, teachers» working relationships with one another are stronger and student achievement is higher.

-- Criterion - Related Evidence of Validity: Criterion - related evidence of validity is based on the degree of the relationships between, in this case, large - scale standardized test scores and other criterion (e.g., teachers» supervisor evaluation scores).

While the Department will likely add more academic performance measures in the future, for 2014 officials also included the level of participation in state assessments, achievement gaps between students with disabilities and the general population as well as scores on the National Assessment of Educational Progress, a standardized test used to gauge academic growth across the country.

This correspondence with President Obama and Secretary Duncan captures the divide that has emerged between the Obama administration and various self - designated reformers on the one hand, and educators and researchers wary of the unintended results of policies linking high - stakes consequences to students» scores on standardized tests.

It goes by standardized test scores, and holds teachers accountable for what's called student growth, which comes down to the difference between how well students performed on a test and how well a predictive model «expected» them to do.

Stickney sees a strong connection between how much girls read and their higher scores on standardized reading tests.

To account for the limitations of the tests, Louisiana allows an exception if students score between one and a half and two standard deviations above the mean on three separate tests: the IQ test and the standardized math and English exams.

According to a study by the Council of Great City Schools, students that attend school in deteriorating buildings score between 5 to 11 percentile points lower on standardized achievement tests than students in modern, maintained buildings.

Reliance on standardized achievement test scores as the source of data about teacher quality will inevitably promote confusion between «successful» instruction and «good» instruction.

In a study of three districts using standards - based evaluation systems, researchers found significant relationships between teachers» ratings and their students» gain scores on standardized tests, and evidence that teachers» practice improved as they were given frequent feedback in relation to the standards.

The E. M. Kauffman funded Philliber Research Associates evaluation of the CDF Freedom Schools program in Kansas City conducted between 2005 - 2007 indicates children who attend CDF Freedom Schools programs score significantly higher on standardized reading achievement tests than children who attend other summer enrichment programs; African American middle schools boys made the greatest gains of all.

The size of the gap varies by country, as does the median test score, but there is a strong correlation overall between students» socioeconomic status and their performance on standardized tests.

However, to the dismay of teachers, Governor Cuomo balked at a proposal by legislators to impose a two - year moratorium on the use of Common Core standardized test scores in teacher evaluations, saying, «There is a difference between remedying the system for students and parents and using this situation as yet another excuse to stop the teacher - evaluation process.»

Specifically, we explore whether the relationship between teachers» classroom observation scores and their students» mathematics achievement outcomes might be attributed to (mis) alignment between the types of instructional practices valued in classroom observations and the skills expected of students on standardized 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».

Children living in poverty have lower scores on standardized tests of academic achievement, poorer grades in school, and lower educational attainment.2, 3 These patterns persist into adulthood, ultimately contributing to low wages and income.4, 5 Moreover, increased exposure to poverty in childhood is tied to greater deficits in these domains.6, 7 Despite numerous studies demonstrating the relationship between family resources and children's educational outcomes, little is known about mechanisms underlying the influence of poverty on children's learning and achievement.