Sentences with phrase «high test scores show»

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

Not exact matches

On April 26, 2012, the results of a study which tested their subjects» pro-social sentiments were published in the Social Psychological and Personality Science journal in which non-religious people had higher scores showing that they were more inclined to show generosity in random acts of kindness, such as lending their po.sse.ssions and offering a seat on a crowded bus or train.

A recent religious test showed that agnostics and atheists scored much higher on knowledge of the Bible than Christians did and had more education on average.

Studies show that children who eat breakfast at the start of their school day have higher math and reading scores, and demonstrate a sharper memory and faster speeds on cognitive tests.

Homeschooled students have been shown to have higher average scores on the ACT test (26.5) than their public school peers (25).

Research shows that students who eat breakfast score significantly higher on tests, miss fewer days of school and face fewer health problems related to hunger.

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.

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

Studies show teens who get the slumber they need have better grades and higher standardized test scores.

The study showed that the states that spent the most did not have the highest average ACT test scores, nor did they have the highest average graduation rates.

They say the test results show that charter school students scored higher on the exams than did public school students.

New test scores show that public charter schools are the best public schools in the city for high - need students, but Mayor de Blasio continues to drag his feet in giving...

But test scores and other evidence show that many U.S. middle and high school students struggle to understand even basic chemical reactions such as oxidation or photosynthesis.

Results also show a higher Alcohol Use Disorders Identification Test (AUDIT) score later in life in those individuals who had their AFD in puberty.

Children with the lowest scores on the social cognition tests showed atypical responses to the unknown words — no response at all, for example, or activity in a different part of the brain, while those with the higher scores showed a more typical pattern of brain activation in the left hemisphere, the authors report online today in PLOS ONE.

Inmates who scored the highest on a standard psychopathy test showed a normal response in pain perception and brain centers for emotion when imagining the pain for themselves.

All our four study groups had test scores very close to the average, which is reassuring — and shows the high validity of the study.»

His serial neuropsychological test scores showed less than a 3 % decline as compared to high functioning individuals with DS who developed dementia wherein the scores declined 17 — 28 % per year.

The results showed that people with MS scored 70 percent higher on the tests on cooler days.

Individuals having higher scores were also those who showed a slower rate of decline in cognitive tests, even when other factors, like education level, which could account for the result, were considered.

Since my numbers were high my doc ordered a calcium scoring test which shows some mild calcium increase in my lower depending artery which is not normal for a female of my age and health.

In a study involving dietary ketosis via a low carbohydrate diet (less than 10 percent of total calories), compared to subjects on a 50 percent carbohydrate diet, the low - carbohydrate subjects demonstrated better performance on memory tests, with higher scores being correlated to higher serum KB levels.14 A study using cultured mouse hippocampal cells showed that addition of the KB β - hydroxybutyrate (β - OHB) to cells exposed to Aβ resulted in no decrease in the numbers of dendrites or total neurons — two of the noted pathological changes in AD.

The researchers also compared sugary ready - to - eat cereal to oatmeal and found oatmeal's nutritional advantage (more nourishing whole food meal) made it a better choice at improving brain power and encouraging better test scores.1 Additional stats show higher test grades and better school attendance in breakfast eaters than in non-breakfast eaters too.2 Bottom line: to excel in whatever we do, whether it be school, work, play or relationships, we need breakfast to be at the top of our mental game.

A comparison to three classes with students from the same schools showed that students participating in the gardening project had higher science test scores, as measured by pretest and posttest scores on a science test developed for the program.

A teacher tells you he «boosted» his students» high - stakes tests» scores because his kids needed to show a certain level of improvement or he would face sanctions.

Also, there is a logic to using tests to devise a solution, because test scores do predict later - life outcomes such as college - going and earnings; and important recent evidence from Stanford researcher Raj Chetty and colleagues shows that having a «high value - added» teacher — one who improves student test scores — also positively predicts these outcomes.

McCandliss and Niogi showed that the stronger the white matter tract in a particular mid-left area of the brain — the thicker its electrical insulation and the more well organized its fibers — the higher the reading scores of children they tested.

«We have data that shows that if teachers scored high on their evaluations, students showed improvement on state tests.»

The lottery study corroborates these results, as students admitted to the G&T magnet schools show little improvement in test scores by 7th grade, despite having higher - achieving peers and being taught by more effective teachers.

Compiled data from all 3,001 children and their families showed that Early Head Start children scored higher, on average, than their peers on standardized tests of cognitive and language development; and far fewer children tested as requiring remediation.

The first shows that barely eligible students who participated in LUSD's G&T curriculum for all of 6th grade and half of 7th grade exhibit no significant improvement in test scores across a range of subjects, despite their being surrounded by higher - achieving peers and taking more advanced courses.

Interestingly enough, no study has yet shown better high school test scores, but the Boston studies have shown higher grade point averages and, of course, attendance goes through the roof and dropout rates are decreased.

We may not be getting higher scores when the tests use traditional cultural content (one can't learn that from the video games and the TV shows), but we are apparently getting better at other kinds of tests, such as Raven Matrices, which test for logic, pattern recognition, and task completion.

Test - based accountability proponents can point to research by Raj Chetty and colleagues that shows a connection between improvements in test scores and improved outcomes in adulthood, but their work examines testing from the 1980s, prior to the high - stakes era, and therefore does not capture how the threat of consequences might distort the relationship between test - score changes and later life outcoTest - based accountability proponents can point to research by Raj Chetty and colleagues that shows a connection between improvements in test scores and improved outcomes in adulthood, but their work examines testing from the 1980s, prior to the high - stakes era, and therefore does not capture how the threat of consequences might distort the relationship between test - score changes and later life outcotest scores and improved outcomes in adulthood, but their work examines testing from the 1980s, prior to the high - stakes era, and therefore does not capture how the threat of consequences might distort the relationship between test - score changes and later life outcotest - score changes and later life outcomes.

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 Massachusetts, the test scores of charter schools on the Spring 2002 state test showed, according to the Boston Herald, «a greater number of improved scores... with more and more of the [charters] scoring higher than their home districts.»

As shown in Figure 1, Portugal exhibits the lowest average combined test scores in math and science among the 18 countries in our sample, Singapore the highest.

For one thing, the prevailing method of compensating public school teachers — higher pay for additional years of experience and schooling — has not been shown to correlate consistently with improved test scores.

Specifically, for students who had attended public schools deemed to be failing before the students took part in the voucher program — a high - priority target for the D.C. Opportunity Scholarship Program — the new federal study shows no statistically significant impacts on their test scores.

When content was tested, the children who watched the humorous segments scored higher and showed better engagement than the control group.

Since the Colorado Growth Model compares students only to those who had similar test scores in the past, a student can show «high growth» by gaining five months of learning a year if the comparison group is only gaining four months.

Second, various test score measures have been shown to be correlated with other measures of educational success (high school dropout, college completion, etc.) and labor market outcomes (employment probabilities, earnings, etc.).

To sum up: 1) low - stakes tests appear to measure something meaningful that shows up in long - run outcomes; 2) we don't know nearly as much about high - stakes exams and long - run outcomes; and 3) there doesn't seem to be a strong correlation between test - score gain and other measures of quality at either the teacher or school level.

They proclaimed in a front - page banner headline that the students in the English immersion programs showed test scores 20 percent, 40 percent, and even 100 percent higher, depending on grade and subject level, than the students in bilingual programs.

To no one's surprise, that graph shows that in every country students who come from higher - income families score higher on math and reading tests.

The Boston no excuses charter study, for example, shows no increase in high school graduation rates and no increase in post-secondary enrollment despite large increases in test scores.

Data also show that students in the reduced - size classrooms had higher standardized test scores in reading and mathematics than did students in the control group.»

In another finding, expected by some to fuel the controversy that surrounds the issue of standardized testing, the test results showed that non-military white youths scored almost twice as high as black civilian youths, with Hispanic civilians scoring in between the levels of the other two groups.

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.