Sentences with phrase «language test results»

Evaluated Modified Barium Swallow Study results, speech / language test results, and medical background information to diagnose and plan treatment for Dysphagia, Cognitive, and Aphasia therapy.

«The American arm of ETS has been analysing English language test results from its test centres in the UK, starting with the highest risk centres.

If you want to continue working in Canada past the expiry of your current permit, you should give yourself at least six (6) months» time (and more if possible) to ensure that you have the appropriate job offer in place and to obtain any applicable supporting documents such as medical examinations or language testing results.

Not exact matches

But preliminary results already show powerful gap - closing effects for Educare students: If disadvantaged children enter Educare before their first birthday, they usually are, by the first day of kindergarten, essentially caught up with the national average on tests of basic knowledge and language comprehension, as well as on measures of noncognitive factors like attachment, initiative, and self - control.

Based on the test results, the speech - language pathologist might recommend speech therapy for your child.

Opponents, however, warned that continued public ire could result in more than 400,000 students opting out of state tests in English language arts and math in April.

Despite missing pages and mislabeling on some English language arts tests taken yesterday by students across the state, SED will not throw out the results.

The debates over standardized testing, teacher evaluations and opting out of the tests by students with the backing of their parents were all renewed recently as New York released the results of the math and English language exams for grades three through eight.

The study examined test results for more than 33,000 students in grades 4 through 12 and found that student performance varied across testing formats by grade band, students» primary language, and the specific features of the computer - based system used.

The purpose of both tests is to ensure language and memory abilities will not be affected as a result of surgery.

The test scores of students are taken from fifth - and sixth - grade results in the Massachusetts Comprehensive Assessment System (MCAS), in math and English language arts.

«Our results show a clear statistical correlation between a high level of language competence and a good working memory in the students we tested,» she says.

But parents will not receive their child's reports until mid-October after a production error saw the national average placed in the wrong spot on the results for the language conventions test in years 5 and 7, which tests spelling, grammar and punctuation.

Based on preliminary results from the spring 2000 state test, 88 percent of the school's first 8th grade class scored proficient or above in language arts (compared with 47 percent citywide), and 66 percent scored proficient or above in math (versus 21 percent citywide).

As a result, English language learners may score in the 80th percentile on a word reading test, but in just the 19th percentile on a test of reading comprehension.

But whenever the rate at which students were excluded from the NAEP because of a disability or lack of language proficiency moved in the same direction as that state's NAEP scores (in other words, an increase in test scores coupled with an increase in test exclusions), Amrein and Berliner declared the results contaminated and simply tossed out the state as inconclusive.

Specifically, I examine whether the results change when I adjust my results to account for differences in student characteristics, including prior (age 7) test scores; gender; eligibility for free lunch; special education needs; month of birth; whether first language is English; ethnic background; and census information on the home neighborhood deprivation index.

Ofqual stated that it expects to see an improvement in early National Reference Test results as student and teacher familiarity with the new English language and maths GCSE increases.

Our results did raise concerns about current state tests in English language arts, however.

At BCF's flagship schools, Brighter Choice for Girls and Brighter Choice for Boys, 3rd and 4th graders have been outperforming their district counterparts almost from the beginning on the statewide English language arts and mathematics exams (see Figure 1 for the 2009 test results).

Analysts have cited a legion of reasons for the state's slide in achievement: the steady leaching of resources from the schools that was the inevitable result of the infamous 1970s property - tax revolt led by Howard Jarvis; a long period of economic woes caused by layoffs in the defense industry; curriculum experiments with «whole language» reading instruction and «new math» that were at best a distraction and at worst quite damaging; a school finance lawsuit that led to a dramatic increase in the state's authority over school budgets and operations; and a massive influx of new students and non-English-speaking immigrants that almost surely depressed test scores.

The programme was introduced in September 2016 and the results from the first year show that more than 380 out of 400 pupils achieved over 80 percent in reading, writing, listening and speaking tests, which shows their quick progress and the advanced understanding of the language.

Search results for the 2016 - 17 Smarter Balanced assessments of math and English language arts by school or district and see three - year trendlines for the Common Core - aligned tests.

This report presents the results of a project to estimate the percentage of U.S. elementary and secondary students being assessed on deeper learning skills through statewide mathematics and English language arts achievement tests at the beginning of the Deeper Learning Initiative.

ELL students who took the state mathematics assessment were heavily concentrated in the public schools that had to disclose publicly the English language learner testing results — that is, public schools with a minimum threshold number of ELL students taking the test.

Though the increased emphasis on the mechanics of taking tests should be considered a factor in the increase of mathematics and reading scores throughout this period, survey results also found signs of significant changes in teachers» emphasis on content in language arts and in the time devoted to content appropriate to grade level in mathematics.

Colleagues and I used US Census data to predict state test results in mathematics and language arts as part of various research projects we have been conducting over the last three years.

These data were school - wide results on state - mandated tests of language and mathematics at several grade levels over three years (2003 to 2005).

IQ and other standardized tests produce results that can be skewed by background cultural knowledge, language learner status and racial and social privilege.

The results, largely based on standardized test performance with graduation rates and advanced course enrollment factored in, are praiseworthy given the district's challenges, high poverty (70 percent of its 345,000 students qualify for free or reduced - priced lunch), and large population of English language learners.The Education Village «includes all of the elements that make sense,» Miami - Dade Schools Superintendent Alberto Carvalho said in the Miami Herald.

Second, and more important, the test results made it abundantly clear how poorly our schools were serving black, Hispanic, and low - income students, English language learners, and students with special needs.

Ed - Data presents the test results as trend graphs with multiple years of data for both the English language arts / literacy and mathematics tests.

This unnatural focus on testing produced perverse but predictable results: it narrowed the curriculum; many districts scaled back time for the arts, history, civics, physical education, science, foreign language, and whatever was not tested.

The results serve to aid in determining when ELLs have attained the language proficiency needed to participate meaningfully in content - area classrooms without program support and on state academic content tests without accommodations.

LEXINGTON, KY — Statewide assessment and accountability results for academic year 2017 released today show declining reading and mathematics proficiency compared to 2016, along with declines in most tested subjects for African American students and English language learners.

State Superintendent of Public Instruction Tom Torlakson and the State Board of Education are using multiple cues to send a uniform message: Parents shouldn't compare the new results with scores on past state standardized tests; this year's English language arts and math tests are, they say, more difficult, and are based on a different set of academic standards.

According to this year's standardized test results, statewide nearly 10 percent of English learners met or exceeded the English language arts standards, and about 9 percent did so in math.

Results from the Idea Proficiency Test, a formal assessment of English - language development, indicate that all participants are now in the intermediate range.

The resulting language, which attacked charter schools and standardized testing, amounted to a repudiation of the Obama Administration's education policies and caused an uproar among Democratic reformers.

The results of the new Common Core - aligned tests, which were released today, show that traditional / affiliated charter schools and independent charter schools are within two and half percentage points in overall performance in both math and English language arts, according to the California Charter Schools Association (CCSA).

California Standardized Test results in language arts indicate that students are quickly approaching proficiency, with the percentage of students at the basic level jumping from 13 percent before the intervention to 33 percent after the intervention.

Failing to provide any English instruction will naturally lead to miserable results on English - language achievement tests.

The first results ready for release last week were for students who finished the 3rd and 5th grade math and 7th grade English language arts tests around April 1, according to the PowerPoint presentation.

IMPACT was designed to control for variables like the class's income level and English - language proficiency, and scores teachers on two major factors: classroom skill, as determined by multiple evaluations, and results, based on students» improvement on standardized tests.

For English learners, classification is based on a home language survey and results a student receives after taking the California English Language Development Test.

The test results are to be publicly reported in disaggregated format for subgroups such as race and ethnicity, gender, socioeconomic status, disability, language proficiency, and migrant status.

Results from the state standardized tests known as Smarter Balanced Assessments taken last spring showed that while many subgroups test scores improved from the previous year, results for LA Unified's English language learners were stResults from the state standardized tests known as Smarter Balanced Assessments taken last spring showed that while many subgroups test scores improved from the previous year, results for LA Unified's English language learners were stresults for LA Unified's English language learners were stagnant.

Test results are also used to place students in programs such as honors classes in the middle and high schools, summer school, gifted and talented offerings and English language classes.

The national results from 1998 or later are based on administration procedures in which testing accommodations were permitted for students with disabilities and English language learners.

The failure of most charter schools to fully embrace English - language learners draws into question the stellar results many of these schools achieve on state standardized tests.