Sentences with phrase «improving scores on standardized tests»

Voters thought improving scores on standardized tests was the least important (30 percent extremely important, 32 percent very important).

Although more than half the students who spend an extra year in the same grade and attend summer school improve their scores on standardized tests, the remaining students held back continue to struggle.

Not exact matches

Finally, in Houston in 2010 — 11, he gave cash incentives to fifth - grade students in 25 low - performing public schools, as well as to the parents and teachers of those students, with the intent of increasing the time they spent on math homework and improving their scores on standardized math tests.

Eating breakfast improves academic performance, health, and behavior; that means better performance on standardized tests, improved concentration and memory, better math scores, better attendance and fewer tardies, as well as fewer behavioral referrals to the front office.

In our two previous research collaborations with the Skills for Life team, we already had shown that mental health problems are quite common, are among the strongest predictors of poor attendance, poorer grades, and lower scores on standardized tests, and that improved mental health scores are powerful predictors of improved academic outcomes.»

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.

When their parents are involved, kids are more likely to earn higher grades and score better on standardized tests; they attend school more regularly, have improved social skills, and are better behaved in school; and they are more likely to continue their education past high school.

Since NCLB, there has been increased pressure on such programs to prove their relevance in education by quickly improving students» grades and standardized test scores.

As schools narrow their focus on improving performance on math and reading standardized tests, they have greater difficulty justifying taking students out of the classroom for experiences that are not related to improving those test scores.

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

The corporate reform narrative is based on three assertions, 1) that the collective voice of teachers is unwelcome in the discussion of the direction of education, 2) that a single metric — high stakes standardized test scores — can discern effective schooling, and 3) that the marketplace and profit motive are the best way to improve schools.

Proponents, insisting that tying teacher salaries to measurable standards will improve schools, have instituted a wide variety of incentive plans across the country: Some evaluate teachers based solely on standardized test scores, some on teacher skill development; some offer more pay to teachers working in at - risk schools or with at - risk children, or for teaching certain subjects.

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.

Students participating in arts - integrated lessons show increased language and math scores on standardized tests and improved engagement, motivation, and sense of community (Smithrim and Upitis, 2005).

Later this month, The Times will publish a database of more than 6,000 elementary school teachers ranked by their ability to improve students» scores on standardized tests, marking the first time such information had been released publicly.

In general, studies indicated that high - stakes standardized basic skills tests led to: a) a narrowing of the curriculum, b) an overemphasis on basic skills and test - like instructional methods, c) a reduction in effective instructional time and an increase in time for test preparation, d) inflated test scores, and e) pressure on teachers to improve test scores (Herman & Golan, 1993; Nolen, Haladyna, & Haas, 1992; Resnick & Resnick, 1992; Shepard, 1991; Shepard & Dougherty, 1991, Smith, 1991; Smith, Edelsky, Draper, Rottenberg, & Cherland, 1990).

From 2008 to 2013, Grattan improved standardized test scores from 787 to 923 points on a scale of 1,000, making it one of the district's academically best - performing elementary schools.

academic test scores improved as much as 10 percent on national standardized math and reading tests.

The dozen educators who stood trial, including five teachers and a principal, were indicted in 2013 after years of questions about how Atlanta students had substantially improved their scores on the Criterion - Referenced Competency Test, a standardized examination given throughout Georgia.

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.

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.

The single - subject focus was necessary in this case because the focus was on improving scores on a particular standardized test.

As a parent, it concerns me that you have required states to expand charter schools, increase standardized testing overall, tie teacher jobs to test scores, and turn around schools by firing half or more of the staff, when the overwhelming body of evidence — including that of the research arms of the federal government — is clear that these strategies do not improve academics overall and can have serious negative effects on children and their education.

In contrast, external standardized tests provide teachers with little guidance on how to improve student learning when they simply receive numerical scores on secret tests months after the students have left school.

Teachers credit the program with renewing their students» interest in science, as well as improving their scores on Michigan's standardized science tests.

The law freed states to expand the ways they hold schools responsible for improving student success by adding at least one «nonacademic» indicator to an accountability system primarily based on standardized tests scores in reading, math and science.

A core component of that system relies on whether teachers can improve their student's standardized test scores.

And they fund the same vehicles to achieve their goals: charter schools, high - stakes standardized testing for students, merit pay for teachers whose students improve their test scores, firing teachers and closing schools when scores don't rise adequately, and longitudinal data collection on the performance of every student and teacher.

Lack of proficiency in reading and writing in social studies is exacerbated by the fact that schools are spending far less time on social studies instruction in the face of increasing pressure to improve standardized test scores in reading and mathematics (Manzo, 2005).

When NEA surveyed 1,500 pre-K-12 teachers a couple of years ago, more than 40 percent said the emphasis on improving standardized test scores had a negative impact on their classroom.

How students perform on their English, math and science standardized tests — including how much each student's scores improved over the previous year's — are the primary driver of a school's score.

California's Central Valley Networked Improvement Communities seek to improve fifth - grade mathematics and triple students» math proficiency on standardized test scores in just four years.

In a study of three districts using standards - based evaluation systems, researchers found significant relationships between teachers» ratings and their students» gain scores on standardized tests, and evidence that teachers» practice improved as they were given frequent feedback in relation to the standards.

The constant public focus on standardized test scores suggests the belief that the threat of sanctions or promise of rewards (mostly in the form of increased funding) will enhance students» test scores and improve school quality — that schools can somehow be coerced or seduced into improvement.

After receiving a doctorate degree with a specialization in Knowledge Management from Walden University, Dr. Giorgio returned to a supervisory and curriculum role to work closely with teachers and the curriculum development process in order to improve student test scores on state standardized tests.

For example, classroom concentration, attention, and memory immediately increase after physical activity, and student test scores correlate positively with regular participation.122 Research has also shown that elementary school students that perform better in reading, mathematics, and science have higher physical fitness test scores.123 In addition, children who perform below grade level academically and participate in a physical activity program are more likely to improve their performance on standardized tests than are their less active peers.124

And when students eat breakfast, the results are pretty spectacular: Improved academic performance on standardized tests Improved concentration and memory Better math scores Better attendance and fewer tardies Fewer trips to the nurse's... Continue reading →

Value - added analysis calculates a teacher's effectiveness in improving student performance on standardized tests — based on past test scores.

Improving teaching, Hardy told her staff again and again, would improve learning and raise scores on standardized tests.

Because they are based on a narrow measure — standardized test scores — and don't provide teachers with feedback on how to improve, they should be accompanied by other performance measures, the authors said.

However, an over-reliance on student standardized test scores for evaluating teacher and principal performance does not take into account improved student progress in light of challenging circumstances that confront students who come from disadvantaged backgrounds.

Clearly, physical exercise is just one of the necessary ingredients for improving student scores on standardized tests.

Improved NJ ASK standardized test scores on state math and English by 20 % in a one year period by implementing new curriculum.

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).

academic test scores improved as much as 10 percent on national standardized math and reading tests.