Sentences with phrase «increase on an achievement test»

We need to be assured that the scale on which we measure achievement is one of equal units: one student's five - point increase on an achievement test, from 15 to 20, must represent the same gain as another student's five - point increase from 25 to 30 (see Figure 1).

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.

However, even after control for confounding and selection factors associated with infant feeding practices, increasing duration of breastfeeding was associated with small but significant increases in scores on standardized tests of ability and achievement, teacher ratings of classroom performance, and greater success at high school.

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.

In general, the results suggest that after adjustment for confounding, there were small but consistent tendencies for increasing duration of breastfeeding to be associated with increased IQ, increased performance on standardized tests, higher teacher ratings of classroom performance, and better high school achievement.

Earlier this year, Gov. Andrew Cuomo sought to change the agreement by calling for an increased emphasis on student achievement on tests, much to the dismay of NYSUT.

In 1999, Michigan increased the reward for good academic performance by offering the Michigan Merit Award, a one - year $ 2,500 scholarship for any student who scores at Level I or Level 2 on the Michigan Educational Achievement Program (MEAP) tests in reading, mathematics, science, and writing.

For the most part, he says, the past decade of research on the accountability movement in education has focused on two things: whether or not the tests increased academic achievement, and how high - stakes testing has led to certain behaviors such as teaching to the test or manipulating the data.

The goal is literally to double or triple education results — to increase from 30 percent the number of students who perform proficiently on tests of academic achievement to 60 and then 90 percent.

For example, from 1990 to 2007, black students» scale scores increased 34 points on the NAEP 4th - grade mathematics tests (compared with a 28 - point increase for whites), and the black - white achievement gap declined from 32 to 26 points during this period.

Each teacher received an additional $ 1,500 if the school increased its performance on California's student achievement tests.

As an example of the limitation of this measure, note that the United States is coded as a country where teacher salaries can be adjusted for outstanding performance in teaching on the grounds that salary adjustments are possible for achieving the National Board for Professional Teaching Standards certification or for increases in student achievement test scores.

Baseline test scores were included to adjust for the minor baseline differences between the treatment and control groups on the achievement tests and to increase the precision of the estimated impact.

SBA is leading to an increased emphasis on student achievement, and many educators laud this focus, but a single - minded emphasis on student proficiency on tests has some potentially negative consequences such as narrowing curriculum and declining staff morale.

In recent years there have been increasing efforts to use accountability systems based on large - scale tests of students as a mechanism for improving student achievement.

Lastly, NCLB «s promise of a substantial increase in student academic achievement has not been materialized, and the law's pressure on teachers to raise test scores has backfired into resentment of federal involvement in schooling.

The policies that were criticized were those that increased attention to academic outcomes at the expense of children's exploration, discovery, and play; methods that focused on large group activities and completion of one - dimensional worksheets and workbooks in place of actual engagement with concrete objects and naturally occurring experiences of the world; and directives that emphasized the use of group - administered, computer - scored, multiple - choice achievement tests in order to determine a child's starting place in school rather than assessments that rely on active child engagement, teacher judgment, and clinical opinion.

And a report from the Southern Regional Education Board, which supports increasing the number of middle students taking Algebra I, found that among students in the lowest quartile on achievement tests, those enrolled in higher - level mathematics had a slightly higher failure rate than those enrolled in lower - level mathematics (Cooney & Bottoms, 2009, p. 2).»

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

Tags: achievement gap, Arne Duncan, Brizard, Chicago Public Schools, flunking, student retention, testing Posted in Uncategorized Comments Off on CPS «reforms» increased achievement gap

The truth is that NCLB has failed to prevent millions from falling behind, and has had very little impact on closing the achievement gap; instead, its main effect has been to instigate ever - increasing emphasis on standardized test scores and superficial, formulaic essay writing.

I argue there are three distinct, yet overlapping, logics of instructional leadership most relevant to the principals in this study: the prevailing logic, a broad and flexible set of ideas, easily implemented across a wide variety of school settings; the entrepreneurial logic, which emphasizes specific actionable practices that lead to increases in student achievement as measured by standardized test scores; and the social justice logic, focused on the experiences and inequitable outcomes of marginalized students and leadership practices that address these outcomes through a focus on process.

While numbers are still incomplete — some districts won't report in until the three - morning testing period for ELA ends on Thursday — High Achievement New York's numbers show only 50 districts with increases in opt - out rates.

Average test scores on accountability assessments throughout the 1990s show an increased gap in achievement between black and white students (Harris & Herrington, 2006).

Black students» achievement on state tests in math increased from 17 percent scoring proficient or advanced during the 2009 - 10 school year to 18.3 percent.

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.

Has the new writing curriculum been chosen to increase our focus on writing achievement as measured by our state testing?

School leaders more than anyone else understand the emphasis on testing and improving student achievement due to increased state and...

Today, New Orleans students are closing the achievement gap with their peers, graduation rates have dramatically increased accompanied by major boosts in achievement tests, and students are going on to college.

In the past five years, the district has seen steady increases in both achievement and growth rates for students with disabilities and ELLs on state tests, and a steady decline in the number of «unsatisfactory» schools on state report cards.

In fact, the man who tried to quadruple the number of standardized tests in order to «train» student on how to increase their CMT test scores managed to come up with a system that actually appears to have lowered academic achievement as measured by the fraudulent CMT Testing system.

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.

But they need to be based on several central tenets, including that half the grade be based on increased and structured classroom observations and the other half based on student achievement, measured by both standardized test scores and other tools.

Achievement on the DC - CAS math test increased by 29 percentage points to 67 %, the greatest student gain of any DC high school in 2013 — 2014

The research, led by Charles Hillman, a professor of kinesiology and community health and the director of the Neurocognitive Kinesiology Laboratory at Illinois, suggests that physical activity may increase students» cognitive control — or ability to pay attention — and also result in better performance on academic achievement tests.

Charles Hillman and Darla Castelli, professors of kinesiology and community health, have found that physical activity may increase students» cognitive control — or ability to pay attention — and also result in better performance on academic achievement tests.

ASCD's Director of Public Policy, David Griffith, explains that due to an overreliance on standardized testing, schools are seeing an increased «focus on test taking and test preparation» and less emphasis on «actual knowledge and achievement for students.»

Denver students» achievement, as measured by Colorado Measures of Academic Success (CMAS) scores, increased for nearly every group of students since 2015 when the tests were first administered (there has been some stagnation and declines for students on Individual Education Programs (IEPs) in some subjects).

After learning to use the Essential Skill Inventories as a competency framework, and to consistently personalize instruction to help each child build essential skills, proficiency rates on grade 3 state achievement tests increased from 37 % in literacy to over 85 %, and from 59 % in math to over 90 % proficiency.

A three - point increase in advanced achievement on the grade - 4 mathematics test since 2005 is regarded as significant.

As a group, these largely Hispanic students have persistently scored significantly lower than their white peers on standardized tests like the National Assessment of Educational Progress (NAEP), known as the nation's report card, despite increased attention to this «achievement gap.»

Tracking 1,300 students» achievement on the NWEA MAP test from the fall of 2012 to the spring of 2016 shows that the percentage of students performing at or above grade level in math went from 34 to 62 % (a 28 % increase), and that the percentage of students performing at or above grade level in reading went from 25 to 56 % (a 31 % increase).

Increased student achievement on national testing standards in reading and math by 65 % and 100 %, respectively.

For example, your achievement should look something like this: «Increase students» overall test scores by 15 % by providing them with extra, one - on - one tutoring».

Children living in poverty have lower scores on standardized tests of academic achievement, poorer grades in school, and lower educational attainment.2, 3 These patterns persist into adulthood, ultimately contributing to low wages and income.4, 5 Moreover, increased exposure to poverty in childhood is tied to greater deficits in these domains.6, 7 Despite numerous studies demonstrating the relationship between family resources and children's educational outcomes, little is known about mechanisms underlying the influence of poverty on children's learning and achievement.

Analyses of findings from an earlier intensive child development program for low birth weight children and their parents (the Infant Health and Development Program) suggest that the cognitive effects for the children were mediated through the effects on parents, and the effects on parents accounted for between 20 and 50 % of the child effects.10 A recent analysis of the Chicago Child Parent Centers, an early education program with a parent support component, examined the factors responsible for the program's significant long - term effects on increasing rates of school completion and decreasing rates of juvenile arrest.11 The authors conducted analyses to test alternative hypotheses about the pathways from the short - term significant effects on children's educational achievement at the end of preschool to these long - term effects, including (a) that the cognitive and language stimulation children experienced in the centres led to a sustained cognitive advantage that produced the long - term effects on the students» behaviour; or (b) that the enhanced parenting practices, attitudes, expectations and involvement in children's education that occurred early in the program led to sustained changes in the home environments that made them more supportive of school achievement and behavioural norms, which in turn produced the long - term effects on the students» behaviour.