Sentences with phrase «grade achievement test scores»

A study matching newborn glucose concentration screening results with fourth - grade achievement test scores suggests that early transient newborn hypoglycemia (low blood sugar) was associated with lower test scores at age 10, according to an article published online by JAMA Pediatrics.

Not exact matches

In contrast, parents who value a performance orientation, focus on their student's achievement as mainly measured by grades and test scores — the need to score better than others in order to succeed.

With our culture and our nation's emphasis on high academic achievement, the perception that in order to get into college kids need straight As and perfect test scores, increased course work and more complex curricula, teachers are feeling the pressure to cover more material, and to prepare kids for the next grade.

We have found that eliminating valedictorian status and class rankings has reduced stress at certain schools — especially those where achievement in the form of grades and test scores and college admission rates is valued above all other traits.

The «No Child Left Behind» act, signed by President Bush in January, greatly expands federal oversight of public education, mandating annual testing of children in grades 3 through 8 and one grade - level in high school, insisting every classroom teacher be fully certified and setting a 12 - year timetable for closing racial and economic achievement gaps in test scores.

Last school year, more than 4,600 CPS students scored below the 24th percentile on a portion of the Illinois Standards Achievement Test and were required to attend summer school before moving to the next grade level.

Table 1 shows clear and highly significant (P <.0001) tendencies for increasing duration of breastfeeding to be associated with higher scores on measures of cognitive ability, teacher ratings of performance, standardized tests of achievement, better grades in School Certificate examinations, and lower percentages of children leaving school without qualifications.

When compared to control group counterparts in randomized trials, infants and toddlers who participated in high - quality home visiting programs were shown to have more favorable scores for cognitive development and behavior, higher IQs and language scores, higher grade point averages and math and reading achievement test scores at age 9, and higher graduation rates from high school.

Students» self - reported emotions were measured by questionnaires, and their achievement was assessed by year - end grades and scores on a math achievement test.

«Students with higher intelligence had better grades and test scores, but those who also enjoyed and took pride in math had even better achievement.

The improved scores were impressive enough to lead several states and other major school districts, including New York, to adopt elements of the Chicago Public Schools (CPS) policy — making student progress toward the next grade dependent on demonstrated achievement on standardized tests.

Sources might include reading and math achievement test scores, IQ scores, benchmark and state test results, and grade level progress in the curriculum.

Tenth - grade earth science students who engaged in PBL earned higher scores on an achievement test as compared to students who received traditional instruction (Chang, 2001).

For admission, they must score at an 8th - grade level on standardized reading and math tests (the Richmond Tech PLC raised that to 9th grade because it had so many applicants), pass an interview, and sign an achievement contract that also commits them to attend a daily meeting called Morning Motivation.

The authors wrote that, overall, the results of 46 articles published between 1985 and October 2008 found that «there is substantial evidence that physical activity can help improve academic achievement, including grades and standardized test scores.

This issue's research section offers a first - of - its - kind study examining the impact of instructor quality on student achievement in the higher education sector — finding that students taught by above - average instructors receive higher grades and test scores, are more likely to succeed in subsequent courses, and earn more college credits.

Westinghouse Information Service, a scoring contractor based in Iowa City, Iowa, blamed «computer error» for mistakes in the scores of the Arizona students in grades 1 through 12 who took the California Achievement Test in April.

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.

To evaluate the claim that No Child Left Behind and other test - based accountability policies are making teaching less attractive to academically talented individuals, the researchers compare the SAT scores of new teachers entering classrooms that typically face accountability - based test achievement pressures (grade 4 — 8 reading and math) and classrooms in those grades that do not involve high - stakes testing.

Students entered the G&T program in 6th grade, and their progress was measured when they were 7th graders, using data drawn from their Stanford Achievement Test scores and attendance rates.

Nearly one - third of the 450,000 Arizona students who took a state - required standardized achievement test were given incorrect scores by the computer firm hired to grade the tests.

The matrix converts scores on standardized tests — the Stanford Achievement Test for English - speaking students and the Aprenda exam for Spanish - speaking students with limited English proficiency — scores on the Naglieri Nonverbal Ability Test (NNAT), average course grades, teacher recommendations, and indicators for socioeconomic status into an overall index score.

However, many education researchers speak and write as though they accept certain contingency - free causal connections — for example, that small schools are better than large ones; that time on task raises achievement; that summer school raises test scores; that school desegregation hardly affects achievement; and that assigning and grading homework improves achievement.

As is well known, the economic benefits of a college education have risen dramatically during the past quarter century, and substantial evidence shows that students with good grades or high scores on achievement tests tend to pursue more education.

This comports with the interpretation that average peer achievement influences everyone's test scores, since Asians score higher than whites in math overall (the Asian - white score gap is positive and relatively large in math, 0.62 of a standard deviation in the 4th, 5th, and 6th grades).

As noted earlier, whereas Amrein and Berliner simply compared the test scores of 4th graders in one year with those of a different set of 4th graders four years later, we measured students» growth in achievement between the 4th and 8th grades.

For example, from 1990 to 2007, black students» scale scores increased 34 points on the NAEP 4th - grade mathematics tests (compared with a 28 - point increase for whites), and the black - white achievement gap declined from 32 to 26 points during this period.

The ideal assessment will be more nuanced, gathering student data over time but also looking at the small, yet significant improvements in achievement, such as higher grades or increased participation in class, which might not be immediately reflected in students» test scores.

Tenth - grade earth science students who received PBL earned higher scores on an achievement test than students who received traditional instruction.

And building test - score - based student achievement into teacher evaluations, while (in my view) legitimate for some teachers, has led to crazy arrangements for many teachers whose performance can not be properly linked to reading and math scores in grades 3 — 8.

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.

High school students in a half - dozen states are scoring much worse in reading on one version of the Stanford Achievement Test - 9th Edition than students in earlier grades.

In addition, we control for determinants of student achievement that may change over time, such as a teacher's experience level, as well as for student characteristics, such as prior - year test scores, gender, racial / ethnic subgroup, special education classification, gifted classification, English proficiency classification, and whether the student was retained in the same grade.

(The negative effect to which Darling - Hammond refers was probably what Summers and Wolfe noted as the «perversely» negative relationship between 6th grade teachers» scores on the NTE Core Battery, a test of pedagogy and basic skills, and their students» achievement.)

A story and chart in the May 14, 2008, issue of Education Week about states that have curtailed bilingual education should have said that trends in student achievement identified by Daniel J. Losen of the Civil Rights Project at the University of California, Los Angeles, were based on test scores in reading of English - language learners in 4th grade, not 4th and 8th grades.

Because of the way tracking was done (splitting the grade into two classes at the median baseline test score), the two students closest to the median within each school were assigned to classes where the average prior achievement of their classmates was very different.

Research has shown that after - school programs focused on social and emotional development can significantly enhance student self - perceptions, school connectedness, positive social behaviors, school grades, and achievement test scores, while reducing problem behaviors (Durlak et al., 2010).

Still, it is important to keep in mind that our results are limited to student achievement as measured by the 2003 TIMSS test scores in 8th - grade math and science in the United States.

Attention to test scores in the value - added estimation raises issues of the narrowness of the tests, of the limited numbers of teachers in tested subjects and grades, of the accuracy of linking teachers and students, and of the measurement errors in the achievement tests.

The suit filed in state Supreme Court in Albany by the STA and about 30 city teachers, and supported by New York State United Teachers, argues SED did not properly account for the devastating effects of student poverty on achievement when it set growth scores on state tests in grades 4 - 8 math and English Language Arts.

Each student will be followed for two years by collecting Higher Achievement application information and school records (test scores, grades, and attendance) and by surveying parents.

Students in the 3rd, 6th, 8th, and 9th grades could be held back if they failed to score at the district benchmark in math and reading on nationally normed tests - the Iowa Test of Basic Skills (ITBS) or the Test of Achievement and Proficiency (TAP) for 9th graders.

Like the Cook research on behavior, the Rockoff and Lockwood study finds that the negative achievement effect on children who moved into middle school «persists at least through 8th grade, the highest grade for which we could obtain test scores.»

A new study of Massachusetts middle schools contends schools that don't track students of the same grade into multiple course levels based on their achievement have fewer students scoring at the advanced level on state standardized tests in mathematics.

We focus most of the evaluation on grade 3 achievement, but we also extend our analysis to examine curriculum effects on test scores in grades 4 and 5.

Following Linn «s (2003) advice for generating stable achievement measures, we represented each school «s performance by the combined mathematics and language scores for all grades tested, averaged over three years.

If states or districts tested math or literacy proficiency in more than one grade in elementary or in secondary schools, we averaged the percentages across the grades within the building level, resulting in a single achievement score for each school.

«Here's the reason to stand up and take notice from third grade through high school, Union City students» scores on the state's achievement tests approxi ¬ mate the New Jersey averages.

They then compared those to four different measures of science achievement: score on state science test, grade in the science course, score on a multiple - choice science comprehension test, and score on an open - ended science comprehension test.

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.