Not exact matches
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.
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
Researchers evaluated children's self - regulation and
academic achievement before and after the intervention and found that children who had received the intervention
scored significantly
higher on two direct measures of self - regulation.
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 test.
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.
I guess some of that early work done by Marzano shows that we can actually have
academic achievement scores increase by 20 percentile points and engagement
scores go up by 23 percentile points,
higher in classrooms where effective management techniques are being employed.
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).
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.
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).
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.
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.
Among the thousands of participants who engaged in professional education at HGSE this past summer, new college presidents worked together to prepare for their roles as leaders of
higher education institutions;
scores of
academic librarians met to discuss the challenges facing their ever - changing field; and over 100 early career principals developed leadership skills to better support teacher development and student
achievement.
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-...]
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 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).
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.
They found students of compassionate or «
high facilitative» teachers made «greater gains on
academic achievement measures, including both math and reading
scores, and present [ed] fewer disciplinary problems (McEwan 2002, 33 - 34).»
Students trained in social and emotional skills had
academic achievement scores which were an average of 11 percentile points
higher than those who did not, according to a meta - analysis of 213 studies (Weissberg, et al., 2015).
Using publicly available data from the California Department of Education (CDE), the results show that charter schools are making significant gains in narrowing the
achievement gap, with African American students consistently earning
higher Academic Performance Index (API)
scores and proficiency rates statewide in many urban districts and across subjects.
The results show a general correlation between schools that had
high academic achievement and schools with
high scores for school culture - climate / social - emotional factors.
Work on the Jasper project with students has been successful in «measures of mathematical self - efficacy,
academic interest in, and value for mathematical content and problem solving,» including
higher standardized
achievement scores (Nicaise, 1997, p. 453).
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.
Last school year of the 182 public schools in the Metropolitan Nashville Public Schools district, Valor
scored the
highest on measures of
academic achievement, beating out even the district's well - regarded magnet programs.
Millburn
High School, long considered one of New Jersey's leading schools,
scored a more modest ranking for
academic achievement — in the 68th percentile — when compared with the 30 similar schools in its «peer group ranking,» according to the reports.
Examining test
scores in all 50 states, David Madland and Nick Bunker find that a stronger American middle class is associated with
higher levels of
academic achievement.
Control - treatment outcome comparisons reveal that students at schools with an arts focus combined with arts integration programming
scored higher than other types of student cohorts (non arts schools, conventional arts, and
academic magnet schools) on both state
academic achievement scores and arts integration learning measures.
Teachers are the most important in - school factor for student
achievement.97 Indeed, research estimates that teachers have two to three times the effect of any other school factor, such as school services and leadership, on student
academic performance.98 An oft - cited study underscores the scope of this effect, finding that students with three consecutive
high - performing teachers
scored approximately 50 percentile points
higher than students placed with three consecutive low - performing teachers.99
Academic achievement at all levels increased markedly during this time — including 70 % of elementary schools, 100 % of middle schools, and at the
high school level national recognition for achieving the
highest ACT
scores of any large district in the country.
Measuring
Academic Performance: The Case for Focusing on Grades Despite all the attention to standardized tests, a growing body of research shows that
achievement test
scores are not strong predictors of whether students will graduate from
high school or college.
Academic achievement, as measured by standardized test
scores, is not the only education outcome for which disparities between
high - income and low - income students have been growing.
These results are highlighted in CCSA's Chartering and Choice as an
Achievement Gap - Closing Reform: The Success of California Charter Schools in Promoting African American
Achievement, which shows that, overall, charter schools in California are effectively accelerating the performance of African American public school students, and are earning
higher Academic Performance Index (API)
scores and proficiency rates statewide, in many urban districts and across all subjects when compared with traditional public schools.
It is certainly harder to get in — our students have
higher LSAT
scores than ever, and stunning
academic achievements.
«Given that in - school factors account for only a third or less of the variation in test
scores, we must face the fact that our
high child poverty rate constrains our nation's
academic achievement.
Authors from other countries have reported the
highest prevalence of bullying is among elementary school — aged children.1, 4 The current study examines the prevalence of bullying involvement among elementary school children and its association with school records of attendance,
academic achievement test
scores, suspension or expulsion, and self - reported measures of psychosocial adjustment.
Eight studies that tracked the
academic achievement of students for an average of 3.75 years after a social and emotional learning program found that participants performed about 13 percentage points higher in grades and standardized test scores than their peers, according to a 2017 overview of 82 social and emotional studies by researchers affiliated with the Collaborative for Academic, Social and Emotional L
academic achievement of students for an average of 3.75 years after a social and emotional learning program found that participants performed about 13 percentage points
higher in grades and standardized test
scores than their peers, according to a 2017 overview of 82 social and emotional studies by researchers affiliated with the Collaborative for
Academic, Social and Emotional L
Academic, Social and Emotional Learning.
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).