Sentences with phrase «effects of test scores»

(In contrast to what Professor Farran says, these studies have provided evidence that these effects of test score gains are due to causal effects of the early education interventions, and are not due to unobserved child characteristics.)

Not exact matches

Sarah and Matt also discuss a new white paper on the effects of redshirting in kindergarten (delaying a kid's start by a year), which suggest that being old for one's grade may result in higher test scores, increased college attendance, and reduced likelihood of incarceration for juvenile crime.

And whereas some psychologists find that high scores on certain cognitive tests correlate in older people with the ability to keep their spirits up, other researchers hypothesize that happiness in later life is an effect of cognitive losses — which force older people to concentrate on simpler, happier thoughts.

GFI aims for diversity in their hires primarily through hiring practices that are intended to help them minimize the effects of bias, such as encouraging staff to score applications anonymously, using generalized ability tests, and meeting applicants only late in the process.88 While they've hired many women, including in seven of nine director roles, they find that their team is lacking in diversity in other ways, and they've met with Encompass to discuss further steps they can take to develop their diversity strategy.89 One staff member we spoke to mentioned that they hoped GFI would be able to begin paying interns, which might help diversify their team by broadening the pool of potential interns who could afford to take a position with GFI.90, 91

«We have to deal with the issue of the effect of Common Core testing on teacher evaluations,» Cuomo said Tuesday at a news conference on the state budget, referring to the tougher curriculum standards adopted by the state that produced sharply lower scores on standardized tests in New York last year.

«Although some types of school moves can have positive effects, most are associated with a range of negative outcomes, including lower test scores, grade retention, low self - esteem, trouble fitting into schools, dropping out and event adult substance abuse.»

The researchers from the University's Department of Social Policy and Intervention, and the Swedish Institute for Social Research, Stockholm, studied the test scores measuring cognitive ability of children aged between 10 and 13, and found they had a strong effect on a child's subsequent educational performance.

It was these two sets of tests where participants who engaged in weekly sexual activity scored the most highly, with the verbal fluency tests showing the strongest effect.

A Wisconsin law requiring public reporting of test scores from voucher schools went into effect during the last year of the study, 2010, giving researchers a rare look at private - school test scores both before and after the accountability mandate.

However, evidence from both small - scale, intensive interventions and Head Start suggest that despite this convergence on test scores, there are long - term effects on important societal outcomes such as years of education completed, earnings, and reduced crime and teen pregnancy.

No association was found between the genetic risk score and lifestyle factors and testing confirmed that only the abdominal adiposity effects of the identified gene variants were associated with cardiometabolic risk.

Indeed, because the tests have such strong systematics, the use of GRE and PGRE scores as a measure of potential success has well - documented and powerful effects on the demographics of the resulting graduate cohorts.

Although the study was not powered to detect an effect of treatment on cognition (findings to be reported separately), in a post hoc analysis, we noted that final cognitive test scores were correlated to the rate of atrophy.

In a random effects analysis, ALE scores were tested against a null hypothesis of random distribution across the brain, thereby identifying those regions where empirical ALE values were higher than could be expected by chance.

The DTS - HD Master Audio 5.1 surround mix puts its eggs largely into the basket of Alan Silvestri's score, which is typically robust; effects are peppy enough, though this isn't the sort of track to test your surround capabilities — it tends to be front - heavy.

We use common statistical procedures to estimate the effect on math and reading test scores of each additional year of actual attendance at a charter school.

Although there were some small - scale random - assignment experiments of the effects of desegregation on test scores, most of what we know today concerns the relationship between a school outcome such as achievement on the one hand, and racial composition on the other.

investigates the effect of snow days on test scores.

Consistent with other research on school effects, we find that the school a student attends can explain a substantial share of the overall variation in test scores: that single factor explains 34 percent of the variation in math scores and 24 percent of the variation for reading.

In addition to examining the effect of teacher gender on students» test - score performance, I examined teacher perceptions of a student's performance and student perceptions of the subject taught by a particular teacher.

We address this limitation by focusing on the effect of school spending on such long - run outcomes as educational attainment and earnings rather than on test scores.

But all previous evaluations of the effects of private schools or of school voucher programs reported test - score results for both reading and math, or a composite measure of the two, even if the researchers thought that one or the other was a better measure of school performance.

Such «selection effects» could in theory account for the apparent school impacts on test scores, or even the apparent absence of impacts on fluid cognitive skills.

My best estimate is that it lowers test scores for both boys and girls by approximately 4 percent of a standard deviation and has even larger effects on various measures of student engagement.

Such offsetting behavior would be of interest in its own right, and we stress that our test - score results below reflect the effects of any such changes.

The results indicate that the effect of a later start time in both math and reading is more than twice as large for students in the bottom third of the test - score distribution than for students in the top third.

Dan Koretz, Reporters Roundtable on High Stakes Testing Bloomberg, 4/26/13 «Dan Koretz, professor and director of the Education Accountability Project at Harvard University, John Merrow, PBS education correspondent, Kevin Riley, Atlanta Journal Constitution editor in chief, and Greg Toppo, USA Today national K - 12 education reporter, discuss the effects and increased pressure of high stakes testing on education, test tampering indictments of 35 educators in Atlanta and renewed discussion about standardized test score irregularities in the District of Columbia.Testing Bloomberg, 4/26/13 «Dan Koretz, professor and director of the Education Accountability Project at Harvard University, John Merrow, PBS education correspondent, Kevin Riley, Atlanta Journal Constitution editor in chief, and Greg Toppo, USA Today national K - 12 education reporter, discuss the effects and increased pressure of high stakes testing on education, test tampering indictments of 35 educators in Atlanta and renewed discussion about standardized test score irregularities in the District of Columbia.testing on education, test tampering indictments of 35 educators in Atlanta and renewed discussion about standardized test score irregularities in the District of Columbia.»

This effect is similar in size to those found in evaluations of primary - school inputs» impacts on postsecondary outcomes, such as being assigned to a teacher who is particularly effective in raising student test scores.

Koretz's research focuses on educational assessment and policy, particularly high - stakes testing and its effect on schools, as well as the validity of the score gains.

We therefore also evaluated the effect of actually being retained, again controlling for race, eligibility for free or reduced - price lunch, English proficiency, and baseline test scores.

I therefore separate the students in my sample by years of age and estimate the effect of start time on test scores separately for each group.

To measure the effect on test scores of the retirements resulting from the ERI program, we exploit the fact that teachers with more years of experience were much more likely to be affected by the program.

For example, the effect of a one - hour later start time on math scores is roughly 14 percent of the black - white test - score gap, 40 percent of the gap between those eligible and those not eligible for free or reduced - price lunch, and 85 percent of the gain associated with an additional year of parents» education.

This provided us with what are known as «baseline test scores» that can be used to obtain more precise estimates of program effects.

Though each of these policies has been tied to student test - score improvements, either the effect size was too small or the policy affected too few students to alone account for the substantial test - score improvements seen on the NAEP and FCAT.

Putting a finger on exactly which policy changes produced the test - score improvements is remarkably difficult, because the state adopted a wide array of policies that may have had a beneficial effect.

Finally, earlier evaluations of these programs found neutral to positive effects on test scores.

Nonetheless, they still reveal significantly positive effects of attending private schools on African - American test scores.

Yet virtually no effect was seen on test scores (outside of 5th - grade math, an effect that disappeared for those same children the next year).

Specifically, I separated out the effects on test - score gains of a student's race and ethnicity, as well as accounted for the influence of a student's peers, by evaluating the influence of demographic characteristics of the student body, including average income level and percentage of minority students.

Two recent experimental evaluations of the Louisiana Scholarship Program found negative effects of the program on student test scores but one study was limited to just a single year of outcome data and the second one (which I am leading) has only analyzed two years of outcome data so far.

Recalling that black students have the lowest scores on both the reading and math tests, one can see that these results can be interpreted as the effects of peer achievement.

M. Danish Shakeel, Kaitlin Anderson, and I just released a meta - analysis of 19 «gold standard» experimental evaluations of the test - score effects of private school choice programs around the world.

Two experimental studies of the Charlotte privately - funded scholarship program, here and here, reported clear positive effects on student test scores but were limited to just a single year after random assignment.

Our meta - analysis avoided all three factors that have muddied the waters on the test - score effects of private school choice.

We went back to our data and analyzed the effect of these cohort size differences on test scores.

Of course, the effects of moving to a system of compensation based on assessment by principals depend on the relative importance they place on a teacher's ability to raise standardized test scores when making overall assessments of teachers» effectivenesOf course, the effects of moving to a system of compensation based on assessment by principals depend on the relative importance they place on a teacher's ability to raise standardized test scores when making overall assessments of teachers» effectivenesof moving to a system of compensation based on assessment by principals depend on the relative importance they place on a teacher's ability to raise standardized test scores when making overall assessments of teachers» effectivenesof compensation based on assessment by principals depend on the relative importance they place on a teacher's ability to raise standardized test scores when making overall assessments of teachers» effectivenesof teachers» effectiveness.

Thus we use a method that in effect compares the test - score gains of individual students in charter schools with the test - score gains made by the same students when they were in traditional public schools.

Black children exhibited the familiar effect of an initial boost in test scores that faded away, leading the researchers to attribute the lack of sustained gains to the abysmal public schools in disadvantaged black neighborhoods.

Findings suggest that quasi-repetitive projects can lead to higher scores on the AP test but a floor effect on the assessment of deeper learning.