Sentences with phrase «high student scores on standardized tests»

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A high school student's GPA, researchers have found, is a better predictor of her likelihood to graduate from college than her scores on standardized tests like the SAT and ACT.

Share Our Strength's No Kid Hungry campaign reported in 2013 that on average, students who eat school breakfast attend 1.5 more days of school per year and score 17.5 percent higher on standardized math tests; when combined, these factors translate into a student being twenty percent more likely to graduate high school.

Though the student bodies in her schools have an overall poverty rate of 77 percent, they regularly register among the highest - scoring schools on standardized math and reading tests.

Students who consumed breakfast tested higher in standardized test scores, were absent less from school and were more on time to class.

Students score higher on standardized tests, engage in healthier behaviors at home, increase their community involvement, and report more engagement in the classroom.

Students who attend five charter schools in the San Francisco Bay area that are run by the Knowledge Is Power Program, or kipp, score consistently higher on standardized tests than their peers from comparable public schools, an independent evaluation of the schools concludes.

A composite measure on teacher effectiveness drawing on all three of those measures, and tested through a random - assignment experiment, closely predicted how much a high - performing group of teachers would successfully boost their students» standardized - test scores, concludes the series of new papers, part of the massive Measures of Effective Teaching study launched more than three years ago.

And it seems to be working: In spring 2007, Enota students scored higher in math on the Criterion - Referenced Competency Test (CRCT, Georgia's annual standardized exam) than any other school in the district.

Back when I was a classroom teacher, my principal — to whom I rarely spoke — came by one day to tell me that one of my math students had gotten the highest score in the school on a standardized math test.

Fewer absences therefore may also explain why later - starting students have higher test scores: students who have an early start time miss more school and could perform worse on standardized tests as a result.

Tileston, D.) has clearly established that students will achieve higher scores on standardized tests if they know the vocabulary of the standards.

Granted, the fabulous standardized test scores of those high - performing charter networks who take on this special ed challenge may not be as uniformly high — at least in the short term, but when one in every twenty public school students now attends a charter, the movement is mature and entrenched enough to move to the next stage of reform for both moral and political reasons.

Central High did not make the Adequate Yearly Progress standard under the federal No Child Left Behind Act, and less than 20 percent of its students score «proficient» on state standardized math tests.

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).

HFA scores on standardized tests are as much as four times higher than those of other Detroit schools, and 86 percent of the most recent graduated students were accepted at four - year universities.

Students can receive college credit for such courses if they score high enough on standardized tests.

Far too many of our students score in the bottom category on standardized tests, too few are Proficient and Advanced, and our student suspension rate is too high.

The best incentive plans are those that go beyond rewarding select teachers whose students score higher on standardized tests, says Darling - Hammond; they use multiple measures to evaluate teacher performance and create career ladders capable of supporting and rewarding all teachers.

Cambridge, MA — A new study finds that 8th grade students in the U.S. score higher on standardized tests in math and science when their teachers allocate greater amounts of class time to lecture - style presentations than to group problem - solving activities.

But now the CFR study says that teachers who are unusually good at helping students score high on standardized tests today aren't just unusually good at helping students score high on standardized tests tomorrow.

According to a 2002 study of children in Dane County, Wisconsin, by urban - policy consultant David Rusk, low - income children at schools with a middle - class majority scored 20 - 32 percent higher on standardized tests compared with what their scores would be at schools with a lower percentage of middle - class students.

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.

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).

Researchers found that students of low - performing teachers who'd been randomly selected to join a partnership scored 12 points higher, on average, on standardized tests than students of low - performing teachers who didn't join a partnership.

That report, Dick and Jane Go to the Head of the Class, contends that data from those three studies indicate that students in schools with strong library media programs learn more and score higher on standardized tests than do their peers in schools with less adequate library facilities.

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.

Based on their research, they developed the National College and Career Readiness Indicators, a multi-metric index that offers a truer picture of whether students are ready for life after high school than you get from simply looking at standardized test scores.

Contrary to contemporary pedagogical thinking, we find that students score higher on standardized tests in the subject in which their teachers spent more time on lecture - style presentations than in the subject in which the teacher devoted more time to problem - solving activities.

Beyond Standardized Testing: District Focuses on Assessing the Whole Child Concerned that high - stakes testing was narrowing student assessment down to a few scores, educators in one Illinois district developed a system to assess a wide range of skills — including thinking skills and social skills — they wanted students to Testing: District Focuses on Assessing the Whole Child Concerned that high - stakes testing was narrowing student assessment down to a few scores, educators in one Illinois district developed a system to assess a wide range of skills — including thinking skills and social skills — they wanted students to testing was narrowing student assessment down to a few scores, educators in one Illinois district developed a system to assess a wide range of skills — including thinking skills and social skills — they wanted students to master.

She believed that by taking more advanced courses, students could achieve higher scores on standardized tests.

Getting into a charter school doubled the likelihood of enrolling in Advanced Placement classes (the effects are much bigger for math and science than for English) and also doubled the chances that a student will score high enough on standardized tests to be eligible for state - financed college scholarships.

When they speak of «effective teachers,» what they mean is teachers whose students produce higher scores on standardized tests every year, not teachers who inspire their students to love learning.

Furthermore, high school GPA provides a more well - rounded account of a student than a score on a corporately produced standardized test.

Weaver and Dick (2009) reported that elementary and high school students in schools where the intervention had been fully implemented scored above the state averages on standardized tests in mathematics.

This study found the percentage of students scoring «Proficient or Above» on standardized Language Arts and Mathematics Mississippi Curriculum Tests, Grade 4 Mississippi Writing Assessment Tests, and 5th Grade Mississippi Science Tests was significantly higher at schools participating in the Whole Schools Initiative that had effectively implemented the WSI integration model when compared to student performance statewide and when compared to district level student performance for the school district within which the WSI school was located.

There is also a flexibility rule that allows students with a minimum 2.75 to still be certified if they achieve a score on the required standardized Praxis test that is at least 10 percent higher than the minimum passing score.

Granted, the fabulous standardized test scores of those high - performing charter networks who take on this special ed challenge may not be as uniformly high - at least in the short term, but when one in every twenty public school students now attends a charter, the movement is mature and entrenched enough to move to the next stage of reform for both moral and political reasons.

This is important because the research found a link between professional community and higher student scores on standardized math tests.25 In short, the researchers say, «When principals and teachers share leadership, teachers» working relationships with one another are stronger and student achievement is higher.

A 2011 study of the effects of teacher turnover on the performance over five years of more than 600,000 fourth - and fifth - graders in New York City found that students who experienced higher teacher turnover scored lower in math and English on standardized tests — and this was «particularly strong in schools with more low - performing and black students.»

In WSI schools that effectively implement arts integration, a higher percentage of economically disadvantaged students score «Proficient or Above» when compared to all students (not just economically disadvantaged students) at the district and state level, across multiple grade levels, and across multiple subject areas on standardized tests.

But since then, the high - stakes testing movement has blown up: with increasing frequency, student scores on standardized exams are tied to teacher, school, and district evaluations, upon which rewards and punishments are meted out.

No one has any idea if a high score on a Common Core - aligned standardized test will result in a student being successful in college or in a career.

Students with access to libraries with highly trained and certified library media specialists score higher on standardized tests.

For example, teachers of color can better identify and promote giftedness in students of color: These students score higher on standardized tests when taught by teachers of color.

This correspondence with President Obama and Secretary Duncan captures the divide that has emerged between the Obama administration and various self - designated reformers on the one hand, and educators and researchers wary of the unintended results of policies linking high - stakes consequences to students» scores on standardized tests.

Citing the model of several countries where students regularly score high on standardized tests, Mr. Duncan said that they pull their teaching corps from the top tenth to top third of college graduates.

A study of homeschooled student scores on standardized achievement tests shows higher scores than the general population (National Home Education Research Institute, 1997).

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

The authors assert that teachers «still don't trust test scores» and only one in three support rewarding teachers whose students routinely score higher on standardized tests; overall, however, teachers think evaluations are improving.

Colleges and Universities that urge their students to tackle the most difficult teaching environments, poor, inner city schools, will run the risk of being labeled «failures,» because the students of those graduates won't score high enough on standardized tests.