Sentences with phrase «gains in achievement test»

The general pattern among them is that programs producing large gains in achievement test outcomes are producing little or no increase in educational attainment.

«In addition to gains in achievement test scores we also saw improvements in engagement with school, such as an increase in attendance of about 2.5 weeks per year» said Jonathan Guryan, Associate Professor of Human Development and Social Policy in the Institute for Policy Research at Northwestern University and Co-director of the University of Chicago Urban Education Lab.

Not exact matches

She managed the historic introduction of universal pre-K and oversaw significant gains in student achievement from test scores to high school graduation rates.

On the one side, she agreed with New York City mayor Michael Bloomberg to a test plan offering monetary incentives to teachers in schools whose poorest students make significant gains in achievement (see «New York City's Education Battles,» features, Spring 2008).

Annual average improvement target of 2.5 percentage point gains in achievement on state reading and math tests between 2018 and 2025 for all students and student subgroups; plan includes goal of reaching a graduation rate of 90 percent by 2025 for all students and student subgroups

I first analyze changes over time in the FCAT test scores of students in their initial 3rd - grade year in order to discern the extent to which Florida's elementary - school students made true achievement gains during the period in question.

Implicit in the theory of action underlying test - based accountability is the link between achievement gains and improvements in long - term outcomes.

In implementing READS, districts must adopt a set of data use strategies that inform decision - making and help to improve student achievement, such as examining spring to fall achievement gains or losses and using the results of student surveys and achievement tests to select books that are well matched to students» reading skills and interests.

A leading test publisher, aiming to refute charges that standardized - test scores are inflated, has found in a new study that elementary - school students registered substantial gains in basic - skills achievement over the past decade.

An analysis of test score gains made by students in 49 countries which was published in Ed Next last year found that students in the U.S. were not on track to close the global achievement gap.

When compared with such crude indicators, the combination of student achievement gains on state tests, student surveys, and classroom observations identified teachers with better outcomes on every measure we tested: state tests and supplemental tests as well as more subjective measures, such as student - reported effort and enjoyment in class.

Extra gains associated with long - term attendance in small classes (in the early grades) appeared not only for tests of measured achievement, but also for other measures of success in education;

For these teachers, we can test whether improvement over time in the practices measured by TES is related to improvement in the achievement gains made by the teachers» students.

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.

However, without the changes Massachusetts made to its entire system of teacher licensing (e.g., subject area licensing tests for all prospective teachers, criteria for achieving full licensure after beginning teaching, and criteria for license renewal for veteran teachers), it is unlikely there would have been enduring gains in achievement for students in all demographic groups and in all its regional vocational / technical high schools — gains confirmed by tests independent of control or manipulation by Massachusetts or federal policy makers.

Researchers care about next August (when test scores come in, because they can show achievement gains).

Then, we examine whether the test - score gains in tracking schools were concentrated among simpler or more complex tasks and whether this varied by students» initial achievement levels.

For example, in Alabama's 94 Reading First schools, the percentage of all 4th graders deemed to be proficient (stanine 5 and above) on the Stanford Achievement Test rose 12.7 points, from 40.1 percent in 2003 to 52.8 percent in 2007, more than twice as fast as the gain for students at other schools (which rose 5.5 points, from 64.2 percent to 69.7 percent in the same period).

Yet despite the louder outcry against curriculum - based tests, I believe they hold far more promise than skills - based tests to promote significant gains in achievement and equity.

All but one of the eight elementary turnaround schools show substantial gains in closing the achievement gap, with the percentage of students meeting or exceeding standards on the state test rising 8 - 28 percent, compared to the school's pre-turnaround status.

Achievement gains accrue even to the most disadvantaged students: students who had been in a substantially separate classroom in BPS and students who had the lowest test scores among special education students.

While students showed gains on achievement tests after one year in the choice program, researcher Valerie Martinez of the University of Texas found that their families also had stronger educational backgrounds than those not in the program.

In 2011, the five yearly testing cycle for PIRLS (Progress in International Reading Literacy Study) came in to alignment with the four - year cycle for TIMSS, allowing countries who were participating in both of these international studies to gain comprehensive information about the achievement of their fourth grade students in three core curriculum areas - reading, mathematics and sciencIn 2011, the five yearly testing cycle for PIRLS (Progress in International Reading Literacy Study) came in to alignment with the four - year cycle for TIMSS, allowing countries who were participating in both of these international studies to gain comprehensive information about the achievement of their fourth grade students in three core curriculum areas - reading, mathematics and sciencin International Reading Literacy Study) came in to alignment with the four - year cycle for TIMSS, allowing countries who were participating in both of these international studies to gain comprehensive information about the achievement of their fourth grade students in three core curriculum areas - reading, mathematics and sciencin to alignment with the four - year cycle for TIMSS, allowing countries who were participating in both of these international studies to gain comprehensive information about the achievement of their fourth grade students in three core curriculum areas - reading, mathematics and sciencin both of these international studies to gain comprehensive information about the achievement of their fourth grade students in three core curriculum areas - reading, mathematics and sciencin three core curriculum areas - reading, mathematics and science.

Findings demonstrate that a standards - based, inquiry science curriculum can lead to standardized achievement test gains in historically underserved urban students, when the curriculum is highly specified, developed, and aligned with professional development and administrative support.

The intervention produced substantial gains in measured student achievement in the year following its completion, equivalent to moving the average student from the 50th to the 59th percentile in achievement test scores.

Achievement can be measured quantitatively, and we have seen gains in state and national testing results such as the SAT and AP test scores.

Such low scores indicate that the majority of students will have to make large gains in achievement before they are able to pass the test.

First, we made a straightforward comparison of the average test - score gains in classrooms run by TFA and non-TFA teachers, controlling for a variety of factors known to influence academic achievement, including students» backgrounds, the students» previous performance on the TAAS, characteristics of their schools, and characteristics of their classmates.

That said, due to test prep and other kinds of manipulation, «achievement increases may not correspond to actual learning gains» and «reading and math gains came at the expense of instruction in other subjects.»

In other words, NAEP has been identifying gains that are somewhere between two and three times as large as those recorded by two respected international testing agencies that do not have a political stake in showing rising levels of student achievement in any particular countrIn other words, NAEP has been identifying gains that are somewhere between two and three times as large as those recorded by two respected international testing agencies that do not have a political stake in showing rising levels of student achievement in any particular countrin showing rising levels of student achievement in any particular countrin any particular country.

The study found that students in the pilot districts posted bigger gains — and, in some cases, smaller losses — on the California Achievement Test than did students in other systems.

This suggests an alternative criterion by which to judge changes in student performance - namely, that achievement gains on test items that measure particular skills or understandings may be meaningful even if the student's overall test score does not fully generalize to other exams.

The broad conclusion bears repeating — in both reading and math and at all three ages tested, each of the three major racial / ethnic groups made greater gains in achievement than students did overall.

Nearly half surveyed had a negative impression of using test scores in teacher evaluation, but 68 percent approved of paying teachers more if their students show gains in academic achievement.

In one year, Troy's students have posted incredible gains on Idaho's Standard Achievement Test (ISAT), jumping 22 points in ELA to rank in the top 11 districts in the state and more than tripling the percent of their students scoring Advanced on the Math assessmenIn one year, Troy's students have posted incredible gains on Idaho's Standard Achievement Test (ISAT), jumping 22 points in ELA to rank in the top 11 districts in the state and more than tripling the percent of their students scoring Advanced on the Math assessmenin ELA to rank in the top 11 districts in the state and more than tripling the percent of their students scoring Advanced on the Math assessmenin the top 11 districts in the state and more than tripling the percent of their students scoring Advanced on the Math assessmenin the state and more than tripling the percent of their students scoring Advanced on the Math assessment.

A new study of international and U.S. state trends in student achievement growth shows that the United States is squarely in the middle of a group of 49 nations in 4th and 8th grade test score gains in math, reading, and science over the period 1995 - 2009.

[11] For this reason, we would expect the test to align better with lower or middle tracks, implying that teachers in these tracks have an easier time showing achievement gains — and therefore higher value - added.

As Angirst, et al, Dobbie and Fryer, and Tuttle, et al show, a bunch of charter schools with large achievement test gains, including Boston «no - excuses» schools, Harlem Promise Academy, and KIPP, have produced little or nothing in terms of high school graduation and college - attendance rates.

Maryland's public school students made greater gains on a national standardized test than their peers in nearly every other state, although the achievement gap between white and minority students persists.

«In some cases, these charter schools have quite large effects, such that attending one for three years produce test - score gains that are equivalent to the size of the U.S. black - white achievement gap,» said Sarah Cohodes, an assistant professor of education and public policy at Columbia University in a publication from Princeton University and the Brookings InstitutIn some cases, these charter schools have quite large effects, such that attending one for three years produce test - score gains that are equivalent to the size of the U.S. black - white achievement gap,» said Sarah Cohodes, an assistant professor of education and public policy at Columbia University in a publication from Princeton University and the Brookings Institutin a publication from Princeton University and the Brookings Institute.

And a new study from the National Center on Performance Incentives at Vanderbilt University — although not studying the important question of whether teachers who receive high scores on TAP evaluations tend to produce greater gains in their students» test scores — found that a small sample of secondary schools using TAP produced no higher levels of student achievement than schools that hadn't implemented the TAP program.

The mean achievement gains for males on the overall test battery imply a percentile gain in test scores of a little less than 10 percentiles.

Tennessee has had some of the country's largest student achievement gains on national tests in recent years.

As reported in the Wall Street Journal, a rigorous long - term study found that TEP produced major achievement impacts, including test score gains equal to an additional 1.6 years of school in math, with significant gains in science and English.

For Tennessee's version of the value - added method to work properly, however, student test scores must be statistically converted to a special kind of analytic scale so that student achievement gains in particular content areas represent the same amount of growth at different grade levels.

«Promoters of «No Child Left Behind» and similar test - driven schemes in many states promised significant gains in overall academic achievement.

Simply put, our current technology for constructing tests does not allow us to make strong claims about the relative gains of students who start from very different places in the achievement distribution.

Achievement on the DC - CAS math test increased by 29 percentage points to 67 %, the greatest student gain of any DC high school in 2013 — 2014

While white, black and Hispanic children all made modest test score gains in DC since 2003, the Rhee agenda has not significantly narrowed achievement gaps between the various demographic groups, nor has it brought disadvantaged DC youth up to the national average scores for peers of their same race and class in other cities.

The discussion highlights the importance of accounting for student differences and the advantages of focusing on student achievement gains as opposed to differences in test scores.