Sentences with phrase «educational achievement scores»

Perhaps it should not surprise us that standard educational achievement scores have dropped as the incidence of two - income families has risen.

Current federal special education law, IDEA, states that the use of severe discrepancy (the difference between cognitive or IQ scores and educational achievement scores) must not be required for identification of SLD including dyslexia.

Not exact matches

Breastfed children had higher mean scores on tests of cognitive ability; performed better on standardized tests of reading, mathematics, and scholastic ability; were rated as performing better in reading and mathematics by their class teachers; had higher levels of achievement in school - leaving examinations; and less often left school without educational qualifications.

Scores on the National Assessment of Educational Progress, the gold standard in measuring educational achievement, inched up slightly through the Bush administration, but NCLB was far from a magic bullet.

Second, test scores can be reliable measures of educational achievement.

But of the characteristics and attitudinal factors that were measured, «those that bear the highest relationship to pupil achievement are first, the teacher's score on the verbal skills test, and then his educational background — both his own level of education and that of his parents.»

Participation in afterschool programs is influencing academic performance in a number of ways, including better attitudes toward school and higher educational aspirations; higher school attendance rates and lower tardiness rates; less disciplinary action, such as suspension; lower dropout rates; better performance in school, as measured by achievement test scores and grades; significant gains in academic achievement test scores; greater on - time promotion; improved homework completion; and deeper engagement in learning.

In addition we have an entire literature on pre-school and school choice suggesting that educational interventions can produce long - term success without improving short term achievement test scores (and vice versa).

Therefore, a single score, taken alone, can not provide a comprehensive measure of the achievement of a student, and it certainly is not sufficient to judge the quality of a school or an educational system.

The strong achievement gains estimated here for charter schools raise the question of whether charter attendance increases educational attainment as well as test scores.

A decade ago, the No Child Left Behind Act ushered in an era of federal educational accountability marked by relentless focus on closing race - and income - based «achievement gaps» in test scores and graduation rates.

Using test score data from the National Assessment of Educational Progress, we also find that reforms cause gradual increases in the relative achievement of students in low - income school districts, consistent with the goal of improving educational opportunity for these students.

Researchers used composite achievement results from the 2012 Programme for International Student Assessment, or PISA, as the performance metric, and weighed those scores against 63 «inputs,» or factors that could influence educational outcomes, such as teaching materials and technology, the quality of school buildings, and teacher training.

Completion of a teacher preparation program at a postsecondary educational institution outside Florida and achievement of a passing score on the professional education competency examination required by state board rule;

Completion of an approved teacher preparation program at a postsecondary educational institution within this state and achievement of a passing score on the professional education competency examination required by state board rule;

This biennial report card looks beyond test scores as the lone litmus test of Illinois» educational health to examine academic improvement, achievement gaps and learning conditions within the state's public schools.

What I think we're seeing is a consistent gaming or strategizing for test scores and confusing that for educational achievement.

Promisingly, researchers have found that it is possible to orient students toward positive learning mindsets through low - cost interventions, including online programs that teach students about growth mindsets and purpose.29 According to Carol Dweck and her colleagues, ``... educational interventions and initiatives that target these psychological factors can have transformative effects on students» experience and achievement in school, improving core academic outcomes such as GPA and test scores months and even years later.»

«Politically, [the drop] is going to be a problem for the common core, but as an educational researcher, it's unfair to say the common core had anything to do with these scores going down,» said Tom Loveless, a nonresident senior fellow at the Brookings Institution who researches trends in achievement tests.

In this study we test the performance of some nonexperimental estimators of impacts applied to an educational intervention — reduction in class size — where achievement test scores were the outcome.

Setting scoring levels such as «minimum competency,» «grade level achievement,» and «world - class» should be based on educational principles.

The Woodcock Johnson Test of Student Achievement, the Peabody Individual Achievement Test and the KeyMath 3 Diagnostic Assessment are a few of the tests designed to be administered in individual sessions, and provide grade equivalent, standardized and age equivalent scores as well as diagnostic information that is helpful when preparing to design an IEP and an educational program.

Our nation's educational focus continues to zero in on «achievement» as defined by test scores in specific academic areas and the resulting gaps therein.

«Poverty is highly correlated with poor educational outcomes — with test scores, absenteeism, dropout rates, and every other measure of attainment and achievement.»

To learn the answer, we interviewed leading educational researchers around the world, assessed the landscape of academic research and educational - achievement data, and built an economic model that allowed us to examine the relationships among educational achievement (represented by standardized test scores), the earnings potential of workers, and GDP.

In a recent study, we calculated the consequences for economic growth, lifetime earnings, and tax revenue of improving educational outcomes and narrowing educational achievement gaps in the United States.1 Among other results, we found that if the United States were able to raise the math and science PISA test scores of the bottom three quarters of U.S. students so that they matched the test scores of the top quarter of U.S. kids (and thereby raised the overall U.S. academic ranking to third best among the OECD countries), U.S. GDP would be 10 percent larger in 35 years.

Dronkers and Robert found in a 2008 analysis of PISA scores from 22 countries that «pupils at private government dependent schools have a higher net educational achievement than do comparable pupils at public schools with the same social composition.

(http://www.senatorphilpavlov.com/commentary-how-we-are-reinventing-states-outmoded-education-system/) What Sen. Pavlov fails to mention is that gaining a spot on the state's «achievement gap list» is no measure of any sort of educational or learning issue — its simply an indication that a school's students have not met a predetermined goal, set by the state (not teachers), with respect to standardized test scores in math or reading.

Meanwhile application details usually represent facts about your grades, scores and other educational achievements, this essay gives an opportunity for the committee to look closer to you and find out some traits that can not be represented through Continue reading

San Francisco startup Degreed is challenging the traditional college diploma with an online service that tracks and scores educational achievements from established institutions as well as new online learning platforms.

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.