Sentences with phrase «improves achievement test scores»

Over the past 25 years, program developers, school districts, universities and independent research firms have conducted program evaluations which indicate that the Lions Quest program improves achievement test scores, changes attitudes and beliefs regarding substance abuse and violence, lowers rates of disciplinary problems, lowers risk of dropping out of school and decreases use of alcohol, tobacco and other drugs.

Not exact matches

Improve students» achievement test scores across the spectrum by an average of 11 percentile points.

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

Requiring private schools that receive public money to report student test scores improves academic achievement and ultimately enhances school choice, a Michigan State University scholar argues.

The improved scores were impressive enough to lead several states and other major school districts, including New York, to adopt elements of the Chicago Public Schools (CPS) policy — making student progress toward the next grade dependent on demonstrated achievement on standardized tests.

Over the past few years, the districts profiled in the report — the Houston Independent School District, the Sacramento City Unified School District, the Charlotte - Mecklenburg school system in North Carolina, and the Chancellor's District in New York City, a special 25,000 - student district of low - performing schools — have improved test scores and narrowed achievement gaps between minority and white students.

Even if we ignore the fact that most portfolio managers, regulators, and other policy makers rely on the level of test scores (rather than gains) to gauge quality, math and reading achievement results are not particularly reliable indicators of whether teachers, schools, and programs are improving later - life outcomes for students.

The authors wrote that, overall, the results of 46 articles published between 1985 and October 2008 found that «there is substantial evidence that physical activity can help improve academic achievement, including grades and standardized test scores.

Based on a randomized controlled trial with 78 secondary school teachers and 2,237 students, MTP - S improved student achievement test scores in the year following its completion, equivalent to moving the average student from the 50th to the 59th percentile.

However, many education researchers speak and write as though they accept certain contingency - free causal connections — for example, that small schools are better than large ones; that time on task raises achievement; that summer school raises test scores; that school desegregation hardly affects achievement; and that assigning and grading homework improves achievement.

I am certainly going to go to great lengths to avoid arguing about whether using computers improves test scores, or increases literacy, or boosts mathematics achievement.

After almost five years, the federal No Child Left Behind (NCLB) Act already has made a significant impact on U.S. schools, based on improved test scores and a narrowing of the achievement gap, according to U.S. Secretary of Education Margaret Spellings.

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.

Of these nine options, «improving students» scores on standardized achievement tests» came in last place with 69 percent support (36 percent strongly).

In addition we have an entire literature on pre-school and school choice suggesting that educational interventions can produce long - term success without improving short term achievement test scores (and vice versa).

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).

In The Four - Day School Week, another School Administrator report, Jack McCoy, deputy director of learning services at the New Mexico Department of Education, said in his district's case attendance for teachers and students improved while scores on standardized achievement tests remained stable.

School - Wide Rewards Improve Behavior, Boost Achievement Many schools use rewards as one part of their school - wide effort to boost student achievement and tAchievement Many schools use rewards as one part of their school - wide effort to boost student achievement and tachievement and test scores.

But let's assume that you're in favor of pushing academic achievement and the improved test scores that seem to reflect it.

Teachers in low - performing schools faced substantial pressure to raise test scores, and all teachers faced the challenge of improving the achievement of their lowest - performing students.

They must also create comprehensive systems of teacher and principal development, evaluation and support that include factors beyond test scores, such as principal observation, peer review, student work, or parent and student feedback... they must set new performance targets for improving student achievement and closing achievement gaps.

There are therefore several things to think about as we further explore the AEI study: long term outcomes do indeed matter a lot, especially for poor kids; if large test - score gains don't eventually translate into improved long term outcomes, it is a legitimate cause for concern; and we must stay open to the possibility that some programs could help kids immensely over the long haul, even if they don't immediately improve student achievement.

Using test score data from the National Assessment of Educational Progress, we also find that reforms cause gradual increases in the relative achievement of students in low - income school districts, consistent with the goal of improving educational opportunity for these students.

The school has been underperforming on Illinois Standards Achievement Tests, but scores have been improving faster than the rest of the state.

Efforts to improve ways to assess teachers have been stalled in part over disagreement about using students» academic achievement as measured by standardized test scores.

Hembree and Dessart (1986) found that, when calculators are integrated with regular instruction, students at all achievement levels show an improved attitude toward mathematics, improved test scores in basic operations, and improved scores in problem solving.

These teachable skills promote healthy behaviors and are related to improved climate and attitudes about self and others, improved behavior and achievement test scores, and decreased anxiety and depression.

Program completers have gone on to increase student retention, improve test scores, and narrow the achievement gap in CPS schools.

The American Statistical Association concluded recently that teachers account for about 1 per cent to 14 per cent of the variability in test scores, and that the majority of opportunities for quality improvement are found in system - level conditions.4 In other words, most of what explains student achievement is beyond the control of teachers or even schools, and therefore arguing that teachers are the most important factor in improving the quality of education is simply wrong.

Granted, our public schools are improving in their performance, as demonstrated by better test scores on new achievement standards.

To the extent that the state exam is a valid and reliable measure of student achievement, improved test scores indicate improved achievement; the two possible school responses appear one and the same.

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?

Commit to embracing arts and arts integration as a long - term (3 + years) strategy to: decrease the achievement gap, increase standardized test scores, and improve school culture and academic improvement simultaneously.

Promisingly, researchers have found that it is possible to orient students toward positive learning mindsets through low - cost interventions, including online programs that teach students about growth mindsets and purpose.29 According to Carol Dweck and her colleagues, ``... educational interventions and initiatives that target these psychological factors can have transformative effects on students» experience and achievement in school, improving core academic outcomes such as GPA and test scores months and even years later.»

More resources will improve student achievement, and can reduce test score gaps between disadvantaged students and more advantaged students.

The Wallace Foundation has produced study results indicating that when, (a) principals focus their efforts on improving instruction, (b) teachers trust the principal, and (c) the principal works to develop shared leadership within the building, higher scores on standardized tests of achievement result.

This detailed information about student academic growth should be used instead of AGT scores or any other measurements based on a single test, as teachers and administrators seek to use data to inform best practices that will improve student achievement;» [emphasis ours]

Foley said, «The law's emphasis needs to shift from applying sanctions for failing to raise test scores to holding states and localities accountable for making the systemic changes that improve student achievement.

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.

Test scores have improved, according to two major reports that examine academic achievement over the past nine years.

To close achievement gaps, the state proposes setting targets for how much a student's test scores should improve each year.

Empower teachers with automated test scoring and access to accurate and timely data that meet district and state reporting requirements to eliminate achievement gaps and improve learning of all students.

«Research has shown that when educators are pressured to raise scores on conventional achievement tests, some improve instruction, while others turn to inappropriate methods of test preparation that inflate scores,» they wrote in the Feb. 5, 2008, memo.

With a very limited budget, she has found ways to use innovative technology as a teaching tool to improve student achievement, which already seems to be reflected in the district's steadily climbing state test scores.

Instead, concentrate on using specific verbs and accomplishments, such as «improved students» scores on annual math achievement tests for three years in a row» or «Developed students» language skills through weekly video conference with sister school in Mexico.»

More importantly, observations are inherently biased because they are based on subjective determinations by school leaders and others who are prone to think that their approach to teaching is superior to anyone else's (even if teachers being evaluated have demonstrated that they improve student achievement as measured by test score growth).

They believe that a uniform curriculum will lead to improved test scores and higher graduation and college admission rates while closing achievement gaps between minorities and whites.

Its students (75 % of whom receive free or reduced - priced lunch; 40 % come from immigrant or refugee backgrounds) still score much lower on achievement tests than do students from more advantaged communities, but their performance has improved significantly, and they now enjoy far stronger opportunities to learn.

Charter schools are raising the bar on student achievement for schools across Illinois by improving test scores, graduating more students from high school, and increasing college acceptance and persistence rates for all Illinois students.

Further, student achievement in the 18 high - stakes testing states has not improved on a range of measures, such as the National Assessment of Educational Progress, despite higher scores on the states» own assessment.»