Sentences with phrase «experience low test scores»

Not exact matches

When it comes to math, the problem may be worse — many students experience math anxiety, low self - confidence, or overwhelming amounts of academic pressure, which can disrupt learning, leading to lower grades and test scores.

Hispanic children do not experience this widening test - score gap relative to otherwise similar white students; indeed, they systematically close the gap, perhaps because their initial scores are artificially low due to the relative inexperience with the English language among some immigrants and their children (see Figure 2).

A 2011 study of the effects of teacher turnover on the performance over five years of more than 600,000 fourth - and fifth - graders in New York City found that students who experienced higher teacher turnover scored lower in math and English on standardized tests — and this was «particularly strong in schools with more low - performing and black students.»

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.»

The Louisiana Scholarship Program, designed for low - income students to attend participating private schools, experienced some issues with LEAP test scores being low after the first year.

In my own experience as a teacher working inside low - income schools, I repeatedly saw that the larger picture of a test - score «accountability» is simply that of gaming, ranking, segregating — and ultimately pushing the racial divide.

If a charter school has lower test scores or other school metrics, try to find out if the students in the charter improve compared to their previous school experience.

«The harm to California's low - income students of a short gap without a state standardized test score is dwarfed by the life - long effects that millions of low - income and minority students nationwide will experience as a result of the Department's failure to monitor and enforce their right to equitable access to qualified, experienced, and effective teachers.»

«The harm to California's low - income students of a short gap without a state standardized test score is dwarfed by the life - long effects that millions of low - income and minority students nationwide will experience as a result of the Department's failure to monitor and enforce their right... Read More

More testing, lower scores, less experienced teachers.

Z.E.C.A., located in Jacksonville, is experiencing a significant financial crisis that prompted CSAB chair Quigley to call their situation «a perfect storm» after considering the school's very poor test scores and low student enrollment numbers along with their financial issues.

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.

In Denver, low - resource families who received home visiting showed modest benefits in children's language and cognitive development.102 In Elmira, only the intervention children whose mothers smoked cigarettes before the experiment experienced cognitive benefits.103 In Memphis, children of mothers with low psychological resources104 in the intervention group had higher grades and achievement test scores at age nine than their counterparts in the control group.105 Early Head Start also identified small, positive effects on children's cognitive abilities, though the change was for the program as a whole and not specific to home - visited families.106 Similarly, IHDP identified large cognitive effects at twenty - four and thirty - six months, but not at twelve months, so the effects can not be attributed solely to home - visiting services.107

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.»

Descriptive Statistics for Variables of Interest Variables (available range) ACEs Total Score (0 — 10) ACEs total score for sample with high ACEs (4 — 10) Mothers» parenting behaviors Positive parenting (12 — 60) Negative / inconsistent parenting (7 — 35) Punitive parenting (5 — 25) Parental reflective functioning High - low reflective functioning (1 — 7) Low - high reflective functioning (1 — 7) Middle reflective functioning (1 — 7) Total reflective functioning (1 — 7) ACEs = adverse childhood experiences M 2.21 5.61 SD 2.44 1.61 Actual Range 0 — 10 4 — 10 41.88 20.41 13.89 4.65 2.46 2.61 26 — 56 11 — 30 6 — 21 Relationship Between ACEs and Reflective Functioning Mediation analyses then were conducted to test the hypothesis that reflective functioning mediated the relationship between mothers» ACEs and their negative parenting behavScore (0 — 10) ACEs total score for sample with high ACEs (4 — 10) Mothers» parenting behaviors Positive parenting (12 — 60) Negative / inconsistent parenting (7 — 35) Punitive parenting (5 — 25) Parental reflective functioning High - low reflective functioning (1 — 7) Low - high reflective functioning (1 — 7) Middle reflective functioning (1 — 7) Total reflective functioning (1 — 7) ACEs = adverse childhood experiences M 2.21 5.61 SD 2.44 1.61 Actual Range 0 — 10 4 — 10 41.88 20.41 13.89 4.65 2.46 2.61 26 — 56 11 — 30 6 — 21 Relationship Between ACEs and Reflective Functioning Mediation analyses then were conducted to test the hypothesis that reflective functioning mediated the relationship between mothers» ACEs and their negative parenting behavscore for sample with high ACEs (4 — 10) Mothers» parenting behaviors Positive parenting (12 — 60) Negative / inconsistent parenting (7 — 35) Punitive parenting (5 — 25) Parental reflective functioning High - low reflective functioning (1 — 7) Low - high reflective functioning (1 — 7) Middle reflective functioning (1 — 7) Total reflective functioning (1 — 7) ACEs = adverse childhood experiences M 2.21 5.61 SD 2.44 1.61 Actual Range 0 — 10 4 — 10 41.88 20.41 13.89 4.65 2.46 2.61 26 — 56 11 — 30 6 — 21 Relationship Between ACEs and Reflective Functioning Mediation analyses then were conducted to test the hypothesis that reflective functioning mediated the relationship between mothers» ACEs and their negative parenting behaviolow reflective functioning (1 — 7) Low - high reflective functioning (1 — 7) Middle reflective functioning (1 — 7) Total reflective functioning (1 — 7) ACEs = adverse childhood experiences M 2.21 5.61 SD 2.44 1.61 Actual Range 0 — 10 4 — 10 41.88 20.41 13.89 4.65 2.46 2.61 26 — 56 11 — 30 6 — 21 Relationship Between ACEs and Reflective Functioning Mediation analyses then were conducted to test the hypothesis that reflective functioning mediated the relationship between mothers» ACEs and their negative parenting behavioLow - high reflective functioning (1 — 7) Middle reflective functioning (1 — 7) Total reflective functioning (1 — 7) ACEs = adverse childhood experiences M 2.21 5.61 SD 2.44 1.61 Actual Range 0 — 10 4 — 10 41.88 20.41 13.89 4.65 2.46 2.61 26 — 56 11 — 30 6 — 21 Relationship Between ACEs and Reflective Functioning Mediation analyses then were conducted to test the hypothesis that reflective functioning mediated the relationship between mothers» ACEs and their negative parenting behaviors.