Sentences with phrase «high student achievement scores»

Its vibrant atmosphere has engaged students and parents alike, and it is validated by its high student achievement scores.

Not exact matches

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

By measuring average point scores rather than a single cutoff point, the new measure will also ensure that the achievement of all students is recognised equally, including both low attainers and high fliers.

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

The Success network is known for its students» high achievement on state tests, and it emphasizes getting — and keeping — scores up.

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

Students in the experimental group scored significantly higher on the science achievement test compared to students in the controStudents in the experimental group scored significantly higher on the science achievement test compared to students in the controstudents in the control group.

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).

Participants scored at least 10 points higher in achievement tests than students who did not participate.

Perhaps it's because white students score higher on achievement tests and graduate at substantially higher rates that many of the loudest voices in this debate aren't troubled by asking for patience and time to get things exactly right before proceeding.

Students who reported almost never being bullied had average achievement more than 30 score points higher than those who reported being bullied almost weekly.

Examining longer - term effects, however, the study's authors found that double - dosed students» scores on the math portion of the ACT (taken in the spring of 11th grade) were 0.15 standard deviations higher, the equivalent of closing roughly 15 % of the black - white achievement gap.

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.

We conducted our analysis alternately using absolute student achievement, measured with statewide mean SAT scores for the 1989 — 90 school year and the mean high - school dropout rate calculated from 1990 census data, and with a second measure that represents the deviation of actual achievement from expected student performance.

The 2006 Child Well - Being Index, released in March by the Foundation for Child Development in cooperation with Duke University and the Brookings Institution, suggests a general lack of progress for K - 12 students, evidenced by flat scores on the National Assessment of Educational Progress, persistent achievement gaps, and falling high school graduation rates.

Students who attend middle schools at risk of dropping out of high school As compared to students in K - 8 elementary schools, middle school students also score lower on achievemenStudents who attend middle schools at risk of dropping out of high school As compared to students in K - 8 elementary schools, middle school students also score lower on achievemenstudents in K - 8 elementary schools, middle school students also score lower on achievemenstudents also score lower on achievement tests.

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.

Though Dillon mentions value - added modeling, he says that the Gates researchers use it «as a starting point,» and spends most of the rest of the piece discussing their use of cameras to capture teachers in action in the classroom — they hope to have 64,000 hours of classroom video by the end of the project and have already begun the process of looking for «correlations between certain teaching practices and high student achievement» and «scoring» the lessons.

The high scores of students in a wealthy suburban New Jersey school will reflect the contributions of well - educated parents, a communal emphasis on academic achievement, a stable learning environment at home, and enriching extracurricular opportunities.

For example, a student who begins the year at the 50th percentile on the state reading and math test and is assigned to a teacher in the top quartile in terms of overall TES scores will perform on average, by the end of the school year, three percentile points higher in reading and two points higher in math than a peer who began the year at the same achievement level but was assigned to a bottom - quartile teacher.

A translation of the results in a way that reveals the effects of peer achievement provides a different perspective: being surrounded by peers who score 1 point higher on average raises a student's own score by 0.3 to 0.5 points, depending on the grade.

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).

Tilles raises legitimate concerns about the use of these tests — the quality of the tests, their snapshot nature, the unintended consequences of their being high stakes — but seems to forget that 20 % of the teacher score comes from «locally - selected measures of student achievement» and that 60 % of evaluation is based on «other measures.»

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.

Among students assigned to different teachers with the same Overall Classroom Practices score, math achievement will grow more for students whose teacher is better than his peers at classroom management (i.e., has a higher score on our Classroom Management vs. Instructional Practices measure).

For a better sense of the magnitude of these estimates, consider a student who begins the year at the 50th percentile and is assigned to a top - quartile teacher as measured by the Overall Classroom Practices score; by the end of the school year, that student, on average, will score about three percentile points higher in reading and about two points higher in math than a peer who began the year at the same achievement level but was assigned to a bottom - quartile teacher.

The study found that after multimedia technology was used to support project - based learning, eighth graders in Union City, New Jersey, scored 27 percentage points higher than students from other urban and special needs school districts on statewide tests in reading, math, and writing achievement.

Although though their achievement scores were not significantly higher, the students in block scheduling did complete more courses in the same amount of time (eight instead of six or seven).

«Students who have highly effective teachers three years in a row score as much as 50 percentile points higher on achievement tests than those who have ineffective teachers for three years in a row.»

A study released earlier this month by Mathematica finds that students attending charter high schools in Florida scored lower on achievement tests than students in traditional public schools, but years later, the charter students were more likely to have attended at least two years of college and also had higher earnings.

A student with a growth mindset in spring 2015 has ELA and Math test scores in the spring of 2016 that are approximately 0.07 and 0.04 standard deviations (SD) higher than a similar classmate (i.e., a classmate with the same previous achievement and demographic characteristics in the same school) with a fixed mindset (approximately two standard deviations below).

Supporters also point to high test scores, but the editorial claims «there is no way to accurately compare voucher [sic] students with Florida public school students» because the latter are required to take the state achievement test while the former are required to take one of several national achievement tests, such as the Stanford Achievement Teachievement test while the former are required to take one of several national achievement tests, such as the Stanford Achievement Teachievement tests, such as the Stanford Achievement TeAchievement Test or PSAT.

The authors suggest that other states learn from «the danger of relying on statewide test scores as the sole measure of student achievement when these scores are used to make high - stakes decisions about teachers and schools as well as students.»

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.

Students who use newspapers tend to score higher on standardized achievement tests — particularly in reading, math, and social studies — than those who don't use them.

Student math achievement was 0.09 standard deviations higher for teachers whose overall evaluation score was 1 standard deviation higher (the estimate for reading was 0.08).

The other study (Perkes 1967) produced mixed results: students whose teachers took more subject - matter coursework reported higher scores on an achievement test, but lower scores on the STEP, a test of higher - order thinking.

In fact, if you look at Table 4 in their paper you will find that teachers with higher verbal SAT scores are negatively associated with student gains in math achievement.

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).

Winners of the $ 4 billion Race to the Top jackpot committed to grand goals in using the federal grants to raise student achievement, as measured by higher test scores, narrowed achievement gaps, and increased graduation and college - going rates — all in four years.

Attending a Boston charter school makes special education students 1.4 times more likely to score proficient or higher on their standardized tests, resulting in a 30 percent reduction of the special education achievement gap.

But Latinos also have the lowest student achievement levels, with less access to early childhood programs, lower reading and math scores, a higher chance of dropping out of high school and worse odds of attending college than any other group.

Urban charter schools have an incredible track record of increasing student achievement, while increasing school funding by as much as 10 % yields very modest test score effects, and these effects come at a very high cost.

The legislation also, as Layton reported, «require states to intervene with «evidence - based» programs in schools where student test scores are in the lowest 5 percent, where achievement gaps are greatest, and in high schools where fewer than two - thirds of students graduate on time.»

We focus on the scores of students at the 25th percentile of the distribution of achievement for each group, because it is low - performing students who are at greatest risk of not graduating from high school.

A majority of St. Louis Public Schools students scored below proficient in math and English, but higher scores in the attendance and graduation - rate categories made up for poor results in academic achievement, Emily Stahly, a research assistant at the Show - Me Institute, found in an analysis earlier this year.

The most striking finding was that charter — high school attendance may positively affect the chance that a student will graduate and go on to college — two critical outcomes that have not been examined in previous research — suggesting the need to look beyond achievement - test scores when measuring the effectiveness of charter schools.

All three studies achieved very high response rates on all data collections, whether teacher surveys, classroom observations, collection of teachers» scores on college entrance exams or precertification exams, student achievement tests, collection of student data from district administrative records, principal surveys, or interviews with program officials.

A nonpublic school, other than a registered high school, shall be placed under department review when the school scores below one (or more) of the review criteria on indicators of student achievement specified in paragraph (7) of subdivision (p) of this section, has not shown improvement on such indicators over the preceding three school years, and has not otherwise demonstrated satisfactory performance on other student achievement indicators determined by the commissioner in consultation with the appropriate nonpublic school officials.