Sentences with phrase «includes measures of academic achievement»

It includes measures of academic achievement and achievement gaps for school districts and counties, as well as district - level measures of racial and socioeconomic composition, racial and socioeconomic segregation patterns, and other features of the schooling system.

Not exact matches

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.

As I noted previously, in the twin study, nothing remains of the correlation between grit and academic achievement once Big Five personality measures are included.

ESSA requires state accountability systems to include an indicator of academic achievement «as measured by proficiency on the annual assessments.»

Annually measures, for all students and separately for each subgroup of students, the following indicators: Academic achievement (which, for high schools, may include a measure of student growth, at the State's discretion); for elementary and middle schools, a measure of student growth, if determined appropriate by the State, or another valid and reliable statewide academic indicator; for high schools, the four - year adjusted cohort graduation rate and, at the State's discretion, the extended - year adjusted cohort graduation rate; progress in achieving English language proficiency for English learners; and at least one valid, reliable, comparable, statewide indicator of school quality or student succAcademic achievement (which, for high schools, may include a measure of student growth, at the State's discretion); for elementary and middle schools, a measure of student growth, if determined appropriate by the State, or another valid and reliable statewide academic indicator; for high schools, the four - year adjusted cohort graduation rate and, at the State's discretion, the extended - year adjusted cohort graduation rate; progress in achieving English language proficiency for English learners; and at least one valid, reliable, comparable, statewide indicator of school quality or student succacademic indicator; for high schools, the four - year adjusted cohort graduation rate and, at the State's discretion, the extended - year adjusted cohort graduation rate; progress in achieving English language proficiency for English learners; and at least one valid, reliable, comparable, statewide indicator of school quality or student success; and

To determine whether these trends have continued in more recent cohorts, we examine trends in several dimensions of school readiness, including academic achievement, self - control, externalizing behavior, and a measure of students» «approaches to learning,» for cohorts born from the early 1990s to the mid-2000s.

A high - powered commission appointed by Gov. Terry E. Branstad issued wide - ranging recommendations last week for change in Iowa's schools, including a call for measures of academic achievement that all districts would be required to report for their students.

With 17,300 students, the district receives an abundance of information, including data from PARCC tests, districtwide pre - and post-common assessments in all content areas, Measures of Academic Progress in elementary and middle schools, Eureka Math and Achieve 3000 achievement scores, and professional - development surveys given to all teachers.

The briefs take a deep dive on state graduation rate goals, state academic achievement goals, and how states include measures of 9th grade performance.

While the Department will likely add more academic performance measures in the future, for 2014 officials also included the level of participation in state assessments, achievement gaps between students with disabilities and the general population as well as scores on the National Assessment of Educational Progress, a standardized test used to gauge academic growth across the country.

«Mississippi has built a strong foundation for its public education system that includes rigorous academic standards for all students, aligned assessments to evaluate student achievement and an accountability model that clearly measures the performance of our schools and districts.

The priorities, which will be core to a new accountability system, include school climate, student engagement, access to courses leading to college and careers and the implementation of new academic standards, such as the Common Core State Standards, as well as measures of student achievement.

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).»

While federal legislation calls for «multiple up - to - date measures of student academic achievement, including measures that assess higher - order thinking skills and understanding» (NCLB, Sec. 1111, b, I, vi), most assessment tools used for federal reporting focus on lower - level skill that can be measured on standardized mostly multiple - choice tests.

However, most of these tests are multiple choice, standardized measures of achievement, which have had a number of unintended consequences, including: narrowing of the academic curriculum and experiences of students (especially in schools serving our most school - dependent children); a focus on recognizing right answers to lower - level questions rather than on developing higher - order thinking, reasoning, and performance skills; and growing dissatisfaction among parents and educators with the school experience.

A second piece of legislation, SB 1346, focuses heavily on requirements around English learners and adds a mandate to include reclassified English learners to the subgroups of pupils whose educational achievement must be measured by the state's Academic Performance Index.

The bill requires tests to include multiple measures of student academic achievement and assess higher - order thinking skills and understanding.

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).

The eight Republican members who attended the Senate Health, Education, Labor and Pensions Committee hearing chastised King, saying he'd failed to follow numerous provisions, including mandates to reduce the size of the Department of Education, allow states to set rules for measuring performance and avoid complex reporting requirements for academic achievement.

The only measures a State may include within its Academic Achievement indicator in addition to the required measure of student performance on the statewide reading / language arts and mathematics assessments under ESEA [Education and Secondary Education Act, of which ESSA is the latest version] section 1111 (b)(2)(B)(v)(I) are the two optional measures: (1) an achievement index or similar measure of student performance in reading / language arts and mathematics at multiple academic achievement levels above or below proficient (see question B - 10 and B - 11); and (2) measures of student growth in reading / language arts and mathematics for high schools (see questions B - 14 and Academic Achievement indicator in addition to the required measure of student performance on the statewide reading / language arts and mathematics assessments under ESEA [Education and Secondary Education Act, of which ESSA is the latest version] section 1111 (b)(2)(B)(v)(I) are the two optional measures: (1) an achievement index or similar measure of student performance in reading / language arts and mathematics at multiple academic achievement levels above or below proficient (see question B - 10 and B - 11); and (2) measures of student growth in reading / language arts and mathematics for high schools (see questions B - 14 aAchievement indicator in addition to the required measure of student performance on the statewide reading / language arts and mathematics assessments under ESEA [Education and Secondary Education Act, of which ESSA is the latest version] section 1111 (b)(2)(B)(v)(I) are the two optional measures: (1) an achievement index or similar measure of student performance in reading / language arts and mathematics at multiple academic achievement levels above or below proficient (see question B - 10 and B - 11); and (2) measures of student growth in reading / language arts and mathematics for high schools (see questions B - 14 aachievement index or similar measure of student performance in reading / language arts and mathematics at multiple academic achievement levels above or below proficient (see question B - 10 and B - 11); and (2) measures of student growth in reading / language arts and mathematics for high schools (see questions B - 14 and academic achievement levels above or below proficient (see question B - 10 and B - 11); and (2) measures of student growth in reading / language arts and mathematics for high schools (see questions B - 14 aachievement levels above or below proficient (see question B - 10 and B - 11); and (2) measures of student growth in reading / language arts and mathematics for high schools (see questions B - 14 and B - 15).

The letter grade is based 80 percent on the school's achievement score (which uses various data including student performance on end - of - grade and end - of - course standardized test scores) and 20 percent on students» academic growth (a measure of students» performance in relation to their expected performance based on the prior year's test results), resulting in a grade of A, B, C, D, or F. «Low - performing districts» are those with over 50 percent of their schools identified as low - performing.

Measures of student achievement can include, but are not limited to, local and state academic assessments, classroom work, student grades, classroom participation, student presentations and performance and student projects and portfolios.

First, ESSA requires states to include at least one measure of school quality or student success, in addition to other measures, such as academic achievement on state tests and graduation rates.

These KPMs include «measures of academic student success,» such as advanced reading and mathematics achievement, UC / CSU A-G course completion, and exhibiting 21st century skills, and «high leverage support measures,» such as high quality teachers, parent participation, and attendance.

Such assessments shall involve multiple up - to - date measures of student academic achievement, including measures that assess higher - order thinking skills and understanding.

Charter schools are raising the bar on student academic growth and achievement by improving a number of student performance measures, including increasing graduation rates and college acceptance rates.

Recent theoretical work suggests that bullying might arise out of early cognitive deficits — including language problems, imperfect causal understanding, and poor inhibitory control — that lead to decreased competence with peers, which over time develops into bullying.14, 15 A small number of studies provide circumstantial evidence that such a hypothesis might have merit7: 1 study found a link between poor early cognitive stimulation and (broadly defined) inappropriate school behavior, 16 and another found cognitive stimulation at age 3 years to be protective against symptoms of attention - deficit disorder at age 7 years.17 A study of Greek children found that academic self - efficacy and deficits in social cognition were related to bullying behavior.18 A large US national survey found that those who perceive themselves as having average or below - average academic achievement (as opposed to very good achievement) are 50 % to 80 % more likely to be bullies.8 Yet these studies are based on cross-sectional surveys, with the variables all measured at a single point in time.

Predictors included one - time measures of socioeconomic status, parental antisocial behavior, and time - varying measures of parental transitions, parental monitoring, deviant peer association, and the boys» antisocial / delinquent behavior, substance use, physical maturation, academic achievement, and anxiety.

The most recent follow - up study reported associations between duration of breastfeeding and childhood cognitive ability and academic achievement extending from 8 to 18 years in a New Zealand cohort of 1000 children.19 This study found that these effects were significant after controlling for measures of social and family history, including maternal age, education, SES, marital status, smoking during pregnancy, family living conditions, and family income, and measures of perinatal factors, including gender, birth weight, child's estimated gestational age, and birth order in the family.