Sentences with phrase «language test scores»

The data comprised of English language test scores and two types of questionnaires — one asked about personality and linguistic information, and the other only about their personality.

Not exact matches

He linked that data to military personnel who'd completed the Armed Services Vocational Aptitude Battery test, which scores language, mathematical, mechanical and other knowledge and skills.

NEW YORK (Reuters Health)- Children who were breastfed for more than six months scored the highest on cognitive, language and motor development tests as toddlers, in a new study from Greece.

These children score higher on language and comprehension tests by age five, than children whose mothers are not given extra time.

When compared to control group counterparts in randomized trials, infants and toddlers who participated in high - quality home visiting programs were shown to have more favorable scores for cognitive development and behavior, higher IQs and language scores, higher grade point averages and math and reading achievement test scores at age 9, and higher graduation rates from high school.

The calculated growth is determined by a New York State Education Department (NYSED) formula that factors in poverty, a student's prior test scores, whether a student has repeated a grade, whether a student is an English language learner or a student with disabilities.

In the Times story, Malatras tellingly dismisses the strategy of asking the Legislature to change the language of the law when it comes to setting the percentage and makeup of test scores counting for teacher evaluations.

The test scores that the Success network touts, Mantell said, «would not be valid» because the network does not educate its fair share of English language learners, students with disabilities and students with behavior problems.

No consequences for teachers or principals related to student scores on state tests in English language arts and math given in grades 3 - 8 until the start of the 2019 - 20 school year.

For years, this school has lagged behind other schools in New York City on state math and English language arts tests (scoring 30 % in math and 22 % in ELA respectively, in 2014).

(It's unclear how, say, a foreign - language examination would be scored in a school district with only one teacher qualified to score the test.)

Only those with high incomes, stable jobs and high scores on language / integration tests can live with their family.

While P.S. 130 has strong test scores, TriBeCa parents were concerned about the school's stricter rules, including a requirement that students must wear uniforms, and parents also worried their children would have trouble making friends because 70 percent of incoming kindergarteners at P.S. 130 do not speak English as a primary language.

The scores of New York City students increased slightly in both math and English language arts on the latest state tests, released on Aug. 14, as students became more familiar with the Common Core Learning Standards and their teachers worked hard with what materials and training they eventually got.

Those who do not master the language and remain English learners tend to score lower on academic tests and graduate high school at lower rates than their native - English speaking peers.

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.

If your native language is not English, you may also need to submit a score for the Test of English as a Foreign Language.

Cognition outcome measures include tests of general intelligence that determine IQ scores such as the NIH Toolbox Cognition Battery, which tests working memory, language and processing speed, among other things.

This was true for all of the individual sub-tests conducted in this research, as well as the overall scores on the Norwegian language test,» says Vulchanova.

Research scientists at Cincinnati Children's Hospital Medical Center say that at least 40 percent of children with a hearing loss have the capacity for higher language levels — beyond what test scores indicate.

Children from families of low socioeconomic status generally score lower than more affluent kids on standardized tests of intelligence, language, spatial reasoning, and math, says Priti Shah, a cognitive neuroscientist at the University of Wisconsin who was not involved in the study.

Testing confirmed that verbal IQ scores, which measure vocabulary and language skills, fell in proportion to the hours of TV the children watched.

Research shows the younger a child begins spending time in front of the screen, the lower they score on language tests, despite being taught language on educational videos or television.

An Icelander whose intensely psychological, yet still melodically accessible modernist scores like «Prisoners» and «Sicario» speak in alien languages of subsonic strings and nerve - chilling brass at last gets his actual close encounter as he translates the Rorschach Test language of obelisk / monolith dwelling inter-dimensional deities here.

Since tests can include cultural bias and handicap those with different languages and cultures, we need to look at assessment as a holistic approach that includes performance tasks, portfolios, achievement scores, creativity tests, and other measures.

Well, let's look at the data — the attendance, the test scores, their 40 assets, their love language.

Embracing different languages while helping students achieve high grades and test scores leaves teachers with a conundrum.

The study found that OMA improved diverse students» test scores in reading, language arts, and math, as well as improving teachers» effectiveness.

The contractor then extracts information on each student's demographic characteristics, enrollment, test scores, and certification for and participation in various programs such as free and reduced - price lunch, special education, and English - language services.

Catherine Snow: Incorporating Rich Language in Early Education Educations Funders Researchers Initiative, November 18, 2013 «Taking on the task of improving reading skills, for all children and especially for those scoring at the bottom of the skill distribution, requires three simple things: first, we must provide all children with experiences designed to ensure a broad knowledge base and rich language before entry to kindergarten; second, we must redesign post-primary instruction to focus on discussion, analysis, critique, and synthesis; and third, we must redirect resources from testing children to assessing what is actually going on inside classrooms,» writes Professor Catherine Snow.

One school may be doing fine on test scores but working to reduce chronic absenteeism, while another may be working with a network of schools on improving supports for English language learners.

«Eventually the two schools in our project achieved the third and fourth highest - level mathematics and language arts test scores and the best attendance in the city.»

Concern over low test scores often leads to misguided recommendations for educational segregation of multilingual children, and can prompt excessive referral of multilingual children to speech - language pathology clinics, she said.

Participants have lower prior math and reading test scores, more likely to be minority, more likely to be free - lunch eligible, less likely to be from «A» or «B» schools, less likely to be English - language learners

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.

Mean scale scores on state reading and math tests, median growth percentage, four - and seven - year graduation rates, progress in achieving English - language proficiency

First, we use our entire sample to analyze the extent to which the schools that students attend can explain the overall variation in student test scores and fluid cognitive skills, controlling for differences in prior achievement and student demographic characteristics (including gender, age, race / ethnicity, and whether the student is from a low - income family, is an English language learner, or is enrolled in special education).

Reading and math test scores, English language proficiency, growth, four and seven year graduation rates

The data showed a 14 percent increase in math scores and an 11 percent increase in language arts scores on the state's tests.

In English language arts, the two correlations are identical: scores on both tests have a 0.23 correlation with grades in ELA courses.

Landry's Louisiana Educational Assessment Program (LEAP) scores have improved over the past five years: In 1999, the school's language arts passing rate was 83 percent, while in 2003, the regular education students, after summer testing, achieved a 96.9 percent rate of success.

In Ontario, schools have raised their test scores and graduation rates by providing resources such as full - time student success teachers, who help English - language learners and other students in need.

Compiled data from all 3,001 children and their families showed that Early Head Start children scored higher, on average, than their peers on standardized tests of cognitive and language development; and far fewer children tested as requiring remediation.

Controlling for student demographics, 8th - grade test scores, English language skills, special education program participation, free or reduced - price lunch status (a measure of family income), and mobility during middle school does not alter the basic patterns of graduation and college attendance seen in the descriptive comparisons.

In 2003, nearly 86 percent of fourth - grade English - language learners scored not proficient in math on the Massachusetts Comprehensive Assessment System (MCAS) test.

State efforts at carrying out requirements to test English - language learners under the No Child Left Behind Act are receiving increased scrutiny, as hundreds of schools across the country fail to meet goals for adequate yearly progress at least in part because of such students» scores.

For example, while these five urban charter schools offer an existence proof that high standardized test scores are possible and within the grasp of every student in this country, it is equally true that the several practices of successful traditional schools in areas such as special education, the arts, or second language proficiency, offer insights for the charter world.

The recent House and Senate revisions of No Child Left Behind retained both annual testing and the requirement that scores be reported separately for various subgroups of students within each school, including English language learners.

The study by ctb / McGraw - Hill found that, in 1987, students in grades 1 to 8 who took its Comprehensive Test of Basic Skills scored an average of 6.63 percentile points higher in reading, 10.83 points higher in language, and 14 points higher in mathematics than a 1981 comparison group.