Sentences with phrase «high academic test scores»

«There is no correlation between nurturing emotional intelligence and high academic test scores»

And in 2005, US psychologist Frank J. Landy pointed out that there is no correlation between nurturing emotional intelligence and high academic test scores.

Not exact matches

You may recall that the original impetus for focusing on this previously unexplored set of skills, in How Children Succeed and elsewhere, was the growing body of evidence that, when it comes to long - term academic goals like high - school graduation and college graduation, the test scores on which our current educational accountability system relies are clearly inadequate.

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.

And that eating breakfast in the classroom is associated with higher attendance, improved academic performance, and better test scores?

National studies show that students who eat school breakfast are more likely to: reach higher levels of math achievement; score higher on tests; have better concentration, memory and alertness, improved attendance, behavior, and academic performance; and maintain a healthy weight

Those who do not master the language and remain English learners tend to score lower on academic tests and graduate high school at lower rates than their native - English speaking peers.

However, when tests include cognitively challenging questions that require elevated critical thinking, females and lower socioeconomic students score lower than their male or high - status peers, even though the students have equal academic ability.

(1) Similarly, ART singletons and ART twins also had comparable test scores, suggesting, say the investigators, that «the higher obstetric risk» identified in ART pregnancies — and particularly in twins — «is not associated with poorer academic performance in adolescence.»

«The higher rate of twins and preterm birth in ART singletons might have given rise to lower academic test scores.

About Blog The IELTS Academy Bangalore helps in scoring high band score in IELTS test, both in academic and general module of IELTS test.

It's an approach that seems to be working: Valor Flagship Academy, the first Valor school, produced outstanding academic results, including the highest standardized test scores in the city and the state, in its first year of operation (2014 — 15).

In the area of academic achievement, a few years ago the school's fourth graders had the highest scores in the district on the Connecticut Mastery Test, the state's standardized achievement tTest, the state's standardized achievement testtest.

07, Ed.D.» 11, a native of China, examines the genesis of academic competition between Chinese schools and between Chinese students, and what she sees as a lack of compassion that has led to high test scores and toxic levels of stress.

For example, Ohio adjusts value - added calculations for high mobility, and Arizona calculates the percentage of students enrolled for a full academic year and weighs measures of test score levels and growth differently based on student mobility and length of enrollment.

In tackling this task, Feinberg says, they «backed into» the five essential tenets of the KIPP model: High Expectations (for academic achievement and conduct); Choice and Commitment (KIPP students, parents, and teachers all sign a learning pledge, promising to devote the time and effort needed to succeed); More Time (extended school day, week, and year); Power to Lead (school leaders have significant autonomy, including control over their budget, personnel, and culture); and Focus on Results (scores on standardized tests and other objective measures are coupled with a focus on character development).

That data ties back to other academic records, including what classes students took in high school, their grades and test scores, and whether they dropped out.

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.

Sometimes called «exam schools,» because test scores are typically part of their selection process and a handful of them rely solely on such scores, they tailor their curricula and teaching to high - performing, high - potential kids who want a high school experience that emphasizes college - prep, or college - level, academics.

Nita High, principal of Landrums O.P. Earle Elementary School, says she and her staff can use the system to access a students state test and MAP [Measure of Academic Progress, based on scores on the Stanford 9 test] scores.

Data from 22,000 children involved in this study of the kindergarten class of 1998 — 99 show that, after controlling for family income, children who attended more academically oriented preschools had significantly higher scores in reading, math, and general knowledge when tested in the fall of their kindergarten year than children in preschool settings without academic content.

Parents use test scores to gauge their children's academic strengths and weaknesses, communities rely on these scores to judge the quality of their teachers and administrators, and state and federal lawmakers use these scores to hold public schools accountable for providing the high - quality education every child deserves.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

Parents cited high test scores as evidence that charter kids were shedding negative expectations and conceiving of academic progress as inevitable.

[ix] In other words, students in some middle schools in which academic performance (as measured by ELA test scores) is high report relatively low social - emotional skills, and vice versa.

The nature of language growth is such that in earlier grades, scores will likely fluctuate (especially in high - poverty schools) as academic domains that have been taught may or may not appear on any particular reading test.

In a district like mine, with high poverty and minority representation in the schools and terrible academic outcomes, it is an unfortunate given among those middle class people who have succeeded in school (or think they have) that the only reason that the district has such lousy test scores and graduation rates is «the parents.»

Poring over school records, he noted a pattern of significantly higher scores on tests of academic achievement and cognitive ability, including IQ tests, up to four years after the program's end.

The latter part, called the quality - adjusted AP participation rate, is the number of 12th - grade students in the 2014 - 2015 academic year who took and passed — received an AP score of 3 or higher — at least one AP test before or during their senior year, divided by the number of 12th - graders at that school.

Race to the Top (RTTT) grants had been awarded after considering whether states would adopt high academic standards, implement prescribed strategies in low ‐ performing schools, and use student test scores to determine the effectiveness of teachers.

High stakes in Chicago: Did Chicago's rising test scores reflect genuine academic improvement?»

«But beyond that, the work that Betsaida and her colleagues in the Social Studies department have done has translated into academic success and high test scores.

In particular, prior research studies have shown that access to books during the school day leads to higher test scores and academic achievement, even offsetting the -LSB-...]

Naturally, schools with high test scores show the smallest academic gains, while schools with low test scores show the largest academic gains.

But our schools, with their high academic standards, high - stakes tests, and performance bonuses for improved achievement scores — surely our schools are bastions of intellectualism?

During his tenure as the Assistant Superintendent for Instructional Services at the Chula Vista Elementary School District in California, he oversaw the district's dramatic improvement in academic performance and high - stakes test scores through the implementation of a student - centered instructional framework and a cloud - based differentiated instruction solution.

In middle and high schools, students with low test scores and grades and certain other characteristics are generally tracked into remedial courses, and those with stronger academic backgrounds are tracked into advanced courses.

At Roberts, an alternative high school in Salem, Oregon, the focus is not only on boosting test scores but also on raising up the whole student — and the result is that academic success follows.

Walnut Valley, with 20 percent low - income families and about 10 percent English learners, had among the state's highest Academic Performance Index scores — a system for rating schools based on test scores — before the index was suspended three years ago, with an average of more than 900.

During middle school, for example, students from elementary schools that had implemented the Developmental Studies Center's Child Development Project — a program that emphasizes community building — were found to outperform middle school students from comparison elementary schools on academic outcomes (higher grade - point averages and achievement test scores), teacher ratings of behavior (better academic engagement, respectful behavior, and social skills), and self - reported misbehavior (less misconduct in school and fewer delinquent acts)(Battistich, 2001).

Others include high school graduation rates, and test scores — along with multi-year growth on those scores — of all students and subgroups, including English learners, on the state's academic standards.

NCSECS advocated and helped influence the law including a provision raising the bar a bit higher to ensure high standards for special education students by limiting their participation in tests based on alternate (lower) academic achievement standards to 1 % of students tested (and not just limiting the reporting of their scores on such tests, as was done under NCLB).

eAchieve Academy's students have a proven track record of academic achievement, receiving high scores on standardized tests, Advanced Placement and college entrance exams.

This suggests that improvements in state scores often reflect test prep that helps students score higher on one particular test, rather than genuine improvements in students» academic skills.

The Wisconsin proposal, however, is limited to children who are scoring in the top 5 percent of standardized tests or have been identified «by an education official» as being gifted and talented «if a student demonstrates evidence of high - performance capability in intellectual, creative, artistic, leadership or specific academic areas and needs services or activities not ordinarily provided in a regular school program.»

Studies of students who attend high - quality programs for a significant period of time show improvements in academic performance and social competence, including better grades, improved homework completion, higher scores on achievement tests, lower levels of grade retention, improved behavior in school, increased competence and sense of self as a learner, better work habits, fewer absences from school, better emotional adjustment and relationships with parents, and a greater sense of belonging in the community.

And with these students less distracted and more engaged in school, they do better on their academics; they average 11 percentile points higher on standardized test scores than do students without SEL training.

Strong progress with high test scores means students have strong academic skills and the school is a doing a better job at supporting academic growth than most other schools.

States are required to establish new accountability systems that include annual test scores, graduation rates for high schools, an additional academic indicator for pre-secondary schools and a measure of how well English learners are achieving proficiency.

According to the National Education Association (2015), parental involvement, or family engagement, increases the likelihood that students will raise grade point averages and earn higher test scores, and attrition rates will decrease; socially, students improve their behavior and adapt better to the school environment, which also affects their academic successes during grade school and beyond.