Sentences with phrase «less on test score»

Ironically, just as teachers are set to be judged by test scores for the first time, new principal evaluations will rely less on test score data.

My advice to school choice advocates is to take Peter Greene's excellent if unintended advice and spend more time arguing for choice based on school culture and values, and less on test scores.

This article is primarily about (1) the extent to which the data generated by «high - quality observation systems» can inform principals» human capital decisions (e.g., teacher hiring, contract renewal, assignment to classrooms, professional development), and (2) the extent to which principals are relying less on test scores derived via value - added models (VAMs), when making the same decisions, and why.

Louisiana's draft state plan proposes to tweak the state's measures of school success by relying less on test scores and more on student's academic progress as well as considering non-academic performance indicators.

Not exact matches

Breastfed children had higher mean scores on tests of cognitive ability; performed better on standardized tests of reading, mathematics, and scholastic ability; were rated as performing better in reading and mathematics by their class teachers; had higher levels of achievement in school - leaving examinations; and less often left school without educational qualifications.

On average, children who were breastfed for ≥ 8 months 1) scored between 0.35 and 0.59 SD units higher on standardized tests of ability or achievement and teacher ratings of school performance than children who were not breastfed, and 2) were considerably less likely than nonbreastfed children to leave school without qualifications (relative risk = 0.38; 95 % CI: 0.25, 0.59On average, children who were breastfed for ≥ 8 months 1) scored between 0.35 and 0.59 SD units higher on standardized tests of ability or achievement and teacher ratings of school performance than children who were not breastfed, and 2) were considerably less likely than nonbreastfed children to leave school without qualifications (relative risk = 0.38; 95 % CI: 0.25, 0.59on standardized tests of ability or achievement and teacher ratings of school performance than children who were not breastfed, and 2) were considerably less likely than nonbreastfed children to leave school without qualifications (relative risk = 0.38; 95 % CI: 0.25, 0.59).

Children that are breastfed typically score higher on IQ tests and are sick less often.

Studies have shown that students who eat breakfast at school score better on standardized tests and skip school or are tardy less often.

The research also finds that black students are 54 percent less likely than white students to be identified as eligible for gifted - education services after adjusting for the students» previous scores on standardized tests, demographic factors, and school and teacher characteristics.

Older adults with more frequent moderate - to - vigorous physical activity had lower pain scores on the temporal summation test — indicating less pain facilitation.

Those who did more light physical activity or had less sedentary time per day had lower pain scores on the conditioned pain modulation test — indicating better pain inhibition.

Countries scoring well on the tests were also less democratic.

One 2013 paper found that, more than 7 years after the procedures, open - heart surgery patients scored slightly higher on cognitive tests than did people who underwent less invasive angioplasty, which requires only a local anesthetic.

In a small new study of retired NFL players, researchers found that overweight players had less blood flow to key areas of the brain and lower scores on mental - function tests than former players of normal weight.

Women with a low seafood intake (less than 12 ounces a week) had children who scored lower on tests for fine motor, communication, and social development skills from ages six months to eight years, according to a 2007 paper published in the Lancet.

According to the researchers, people with long - term low physical activity, as well as people with long - term high television viewing, scored much worse on the tests compared to those who were more active and watched less television.

It was also found that cigarette smokers having higher vegetable and fruit intake smoked less cigarettes each day, waited longer before they smoked the 1st cigarette for the day and also scored less on a nicotine dependence test.

In a study involving dietary ketosis via a low carbohydrate diet (less than 10 percent of total calories), compared to subjects on a 50 percent carbohydrate diet, the low - carbohydrate subjects demonstrated better performance on memory tests, with higher scores being correlated to higher serum KB levels.14 A study using cultured mouse hippocampal cells showed that addition of the KB β - hydroxybutyrate (β - OHB) to cells exposed to Aβ resulted in no decrease in the numbers of dendrites or total neurons — two of the noted pathological changes in AD.

The study subjects who ate a diet abundant in these nutrients consistently scored better on mental performance tests and showed less brain shrinkage.

Students who consumed breakfast tested higher in standardized test scores, were absent less from school and were more on time to class.

But strength is very hard to measure with a single test: some people score very highly on one test of strength, but less highly on another similar test, even when it involves the same muscle groups.

A less narrow concept of school quality (currently limited to short - term gains in test scores alone) is essential to refocus the movement on its ultimate object: setting children on a path for lives of self - sufficiency, upward mobility, and engaged citizenship.

The extent to which a school is above or below that line indicates whether the average test - score improvement among its students has been greater or less than would be predicted based on their fluid cognitive skills.

In sum, Krueger and Zhu take three methodological steps to generate results that are not statistically significant: 1) changing the definition of the group to be studied, 2) adding students without baseline test scores, and 3) ignoring the available information on baseline test scores, even though this yields less precise results.

As June Kronholz reported in Education Next, studies have long found that disadvantaged students who participate in such activities are less likely to drop out, use tobacco or alcohol, or get pregnant; they are also more likely to score well on tests, enroll in college, and complete college.

Central High did not make the Adequate Yearly Progress standard under the federal No Child Left Behind Act, and less than 20 percent of its students score «proficient» on state standardized math tests.

This component makes up 50 and 75 percent of the overall evaluation scores in the districts we studied, and much less is known about observation - based measures of teacher performance than about value - added measures based on test scores.

This is enormously risky and, frankly, hubristic, since nobody yet has any idea whether these standards will be solid, whether the tests supposed to be aligned with them will be up to the challenge, or whether the «passing scores» on those tests will be high or low, much less how this entire apparatus will be sustained over the long haul.

In fact, in a multivariate analysis Schneider et al. find that black parents, as well as less - educated parents, place a higher priority on the test scores in a school than do other groups of parents.

In addition, a study of 10,000 pupils conducted by Bristol University researchers shows that, on average, left - handed students score less on IQ tests.

The SAT college admission test will no longer require a timed essay, will dwell less on fancy vocabulary, and will return to the familiar 1600 - point scoring scale in a major overhaul intended to open doors to higher education for students who are now shut out.

With states now appropriately crafting accountability frameworks that focus not just on test scores but on multiple measures, we also will hear less heated rhetoric about the consequences of poor results.

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.

And on the Massachusetts Comprehensive Assessment System (MCAS)- the state's standardized test, first administered in the spring of 1998 - Worcester public school students in different grade levels were 8 to 20 percentage points less likely to score at or above proficiency than were students statewide.

Although the test is difficult, and less than one - fifth of applicants are admitted each year, it is perplexing that no Success students, many of whom scored at the advanced level on the state exams, made the cut.

In order to determine the effect of scholarship - induced private school competition on public school performance, we examine whether students in schools that face a greater threat of losing students to private schools as a result of the introduction of tax - credit funded scholarships improve their test scores more than do students in schools that face a less - pronounced threat.

Finally, to account for the minor differences between respondents and nonrespondents that we did observe, the test scores of children who, based on their demographic characteristics, were more likely to attend follow - up sessions were weighted less heavily, while the test scores of children who were less likely to attend follow - up sessions, but nevertheless did, were weighted more heavily.

Having a teacher from a good program rather than an average program will, on average, raise a student's test scores by 1 percentile point or less.

The public would place about one - third of the weight (32 percent) on test scores, but teachers would assign them less than one - fifth (19 percent).

Students in the schools in this sample are more likely to have married parents (70.7 percent versus 61.7 percent statewide with third grade test scores), less likely to have fathers absent at the time of birth (9.8 percent versus 15.2 percent statewide), less likely to have Medicaid - funded births (a proxy for poverty at the time of birth, 37.7 percent versus 48.8 percent statewide), and have relatively better educated mothers (13.1 years of maternal education at the time of the child's birth, versus 12.5 years on average statewide).

The school board decided to require the two - hour reading block at 59 elementary and 12 middle schools where students average scores of 25 or less on the Stanford Achievement Test.

As school systems add more and more curricula for teachers to cover — and put more and more emphasis on standardized test scores — many teacher say they have less time to be creative.

She looked at Finland and South Korea, countries with higher test scores, and they put less emphasis on sports than do American schools.

Luke Reynolds (recommended by Adam Steiner - @steineredtech) thinks students are «more than just test scores,» and hence focuses less on the test and more on overall classwork.

That report, Dick and Jane Go to the Head of the Class, contends that data from those three studies indicate that students in schools with strong library media programs learn more and score higher on standardized tests than do their peers in schools with less adequate library facilities.

As expected, the multitasking students learned less than those focused on the lecture, scoring about 11 percent lower on a test.

If one country's test - score performance was 0.5 standard deviations higher than another country during the 1960s — a little less than the current difference in the scores between such top - performing countries as Finland and Hong Kong and the United States — the first country's growth rate was, on average, one full percentage point higher annually over the following 40 - year period than the second country's growth rate.

At the individual school level, with a few exceptions such as the large HCZ, there are less data on school test score effects and attainment effects.

But when it comes to expanding schools, if this research holds, I will rely less on positive test scores, and I think authorizers should do the same.

Less than half of adults (42 %) say performance on standardized tests is a highly important indicator of school quality — that includes just 13 % who call test scores extremely important.