Sentences with phrase «grade on any achievement test»

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.

An achievement test, on the other hand, will compare your child's performance to other children in the same grade.

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.

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

Early transient hypoglycemia was associated with decreased probability of proficiency on literacy and mathematics fourth - grade achievement tests.

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.

Charter school students in grades 3 through 8 perform better than we would expect, based on the performance of comparable students in traditional public schools, on both the math and reading portions of New York's statewide achievement tests.

At KIPP Ascend, where many fifth - graders start one or two grades behind in reading and math, after four years at the school, 100 percent of eighth - graders passed math and 94 percent passed reading on the Illinois Standards Achievement Test.

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.

In a quasi-experimental study in nine Title I schools, principals and teacher leaders used explicit protocols for leading grade - level learning teams, resulting in students outperforming their peers in six matched schools on standardized achievement tests (Gallimore, Ermeling, Saunders, and Goldenberg, 2009).

We also drew on an additional year of data, from the 2012 13 school year, in assessing IMPACT's effects on student achievement in tested grades and subjects.

Cheerleader and Punk Rocker Reward Students for Making the Grade This year was our schools fourth consecutive year of achieving an A grade on our state achievement tests.

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.

Among the reform milestones they achieved were a new requirement that 40 percent of a teacher's evaluation be based on student achievement; raising the charter school cap from 200 to 460; and higher student achievement goals on the National Assessment of Educational Progress (NAEP) 4th grade and 8th grade reading tests and Regents exams.

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.

The GRC compares academic achievement in math and reading across all grades of student performance on state tests with average achievement in a set of 25 other countries with developed economies that might be considered economic peers of the U.S..

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.

In the 2001 reauthorization of ESEA as the No Child Left Behind Act, states were required to test students in grades 3 — 8 and disaggregate results based on student characteristics to make achievement gaps visible.

Our data on student achievement come from the Washington State Assessment of Student Learning, a statewide test given annually in 3rd through 8th grade as well as in 10th grade.

No homework, no testing, and being graded on their «zest for living» rather than on their achievement in math and science - his students would love him!

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.

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

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.

New Jersey's is a complex and troubled public school system: although the state ranks in the top 5 on most nationally normed tests (NAEP, SAT, ACT), it has one of the worst achievement gaps in the country — 50th out of 51 in 8th - grade reading, for example.

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.

(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.

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).

Middle grades educators would have to live on another planet not to be aware of initiatives involving the Common Core State Standards, teacher accountability, and PreK — 12 state achievement tests.

For the 2002 - 2003 through the 2005 - 2006 school year test administrations, for purposes of the commissioner's annual evaluation of public schools, public school districts, and charter schools, the following limited English proficient students may be considered to be meeting performance criteria in elementary or middle - level English language arts if they demonstrate a specified increment of progress on the New York State English as a Second Language Achievement Test (NYSESLAT) for their grade letest administrations, for purposes of the commissioner's annual evaluation of public schools, public school districts, and charter schools, the following limited English proficient students may be considered to be meeting performance criteria in elementary or middle - level English language arts if they demonstrate a specified increment of progress on the New York State English as a Second Language Achievement Test (NYSESLAT) for their grade leTest (NYSESLAT) for their grade level.

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.

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.

It is also possible that is only (or primarily) the current grade's textbook that matters for student achievement on state tests.

One dominant model is the streamlined letter - grade system first adopted by Florida, which focuses on student achievement on annual statewide tests.

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.

Some favor a simple letter - grade system for schools based on student achievement on annual statewide tests.

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.

Washington's high - risk designation specified that the State must submit, by May 1, 2014, final guidelines for teacher and principal evaluation and support systems that meet the requirements of ESEA flexibility, including requiring local educational agencies (LEAs) to use student achievement on CCR State assessments to measure student learning growth in those systems for teachers of tested grades and subjects.

Culbertson is an urban elementary school with an enrollment of just over 600 students, almost all of whom meet state achievement expectations on the grades 3 - 5 standardized tests in reading, science, and mathematics.

«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.

This REL Northwest study compared gaps in performance on state achievement tests between eighth - grade American Indian and Alaska Native students and all other eighth - grade students in 26 states serving large populations of American Indian and Alaska Native students.

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.

For example, parents of a gifted fourth grader who achieves at a sixth grade level on nationally normed achievement test may be told those results are irrelevant as the fourth graders in this district are «really» sixth graders when they take a nationally normed test.

«The negative consequences of the current overwhelming focus on preparation for standardized tests include narrowed curricula, developmentally inappropriate instructional practices, decreases in student engagement, stagnant achievement gaps and rising minority dropout rates,» said subcommittee member and Winchester second grade teacher David Krane.

Whether parents work one - on - one with students who need help with reading or grade math worksheets as part of an enrichment program, groups can make a difference in student achievement while motivating students to do their best when it's time for the test.