Sentences with phrase «lower academic test»

«The higher rate of twins and preterm birth in ART singletons might have given rise to lower academic test scores.

Childhood socioeconomic deprivation, family housing tenure other than consistent home ownership, family disruption, lack of parental interest, behaviour problems, low academic test scores and health difficulties were each clearly associated with poor mental well - being in adulthood when estimated by analysing each childhood measure individually, adjusting for cohort and gender, and in the full model considering all childhood measures, although they were to some extent attenuated.

Not exact matches

The state labeled Hughes a «persistently low - achieving» school in early 2010 because of its low test scores, and despite an infusion of state funding and efforts to turn it around, it has not markedly improved, district Chief Academic Officer Laura Kelley said.

Academic performance on annual ELA and math tests at the school are low as well, according to DOE statistics.

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.

However, when tests include cognitively challenging questions that require elevated critical thinking, females and lower socioeconomic students score lower than their male or high - status peers, even though the students have equal academic ability.

In our two previous research collaborations with the Skills for Life team, we already had shown that mental health problems are quite common, are among the strongest predictors of poor attendance, poorer grades, and lower scores on standardized tests, and that improved mental health scores are powerful predictors of improved academic outcomes.»

After visiting the schools, Gustafson reported that all four — each an independent «mom - and - pop» operation with no links to national groups — faced a host of challenges, including strained budgets, low enrollments, curriculum problems, inexperienced staff, weak professional development for teachers, and board members ignorant of testing and other academic essentials.

President Barack Obama has often noted in speeches the enthusiasm of Korean parents for their children's education, the high quality of Korean teachers, the number of learning hours that Korean students spend, and the outstanding educational achievements these have produced; for example, top rankings in international academic - achievement tests, and low rates of school dropouts and juvenile delinquency.

The paper also cites PISA data from 2012 showing girls studying physics «had lower confidence than their male classmates, despite tests revealing no difference in academic performance; and that students confidence in their maths abilities were more likely to embark on STEM careers».

Overemphasis on testing can put pressure on educators to focus on the lowest common denominator of academic standard.

When it comes to math, the problem may be worse — many students experience math anxiety, low self - confidence, or overwhelming amounts of academic pressure, which can disrupt learning, leading to lower grades and test scores.

A 2014 study that followed 424 students at the University of Munich over the course of an academic year found a cycle in which boredom bore lower test results, which bore higher levels of boredom, which bore still lower test results.

It's an absolute disgrace that the pressure on schools to ensure pupils pass tests means children as young as three consider themselves «low ability» right at the start of their academic life, a belief which could impact on their self - esteem, carry on throughout their schooling and determine the direction of their adult lives.

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.

Contracting also enables a district to assign schools with particular academic challenges - say, the lowest test scores - to a private manager, while devoting its energies to district - wide improvements.

ESSA wisely eliminates cost - by - cost testing for SNS, a practice which discouraged schools from spending Title I funds on comprehensive services and perversely encouraged spending on add - ons (like pulling students out of academic classes to work with paraprofessionals) that met compliance standards but were not necessarily helpful in improving educational outcomes for low - income students.

Most states set absurdly low academic standards before the Common Core, and their tests were even worse.

Yet, although Academic Numeracy was driving students» test scores, it didn't appear to be helping the most advanced or lowest performing students stay engaged in class.

Additionally, the power of strong signals of academic performance — enabled by meaningful grades and test scores — has greater importance for students trapped in low - performing schools.

Even the 1994 federal Title I reforms, which required states to develop the three major prongs of an effective accountability system (academic standards, tests linked to the standards, and a mixture of assistance and sanctions for low - performing schools) did little to stimulate California into action.

[ix] In other words, students in some middle schools in which academic performance (as measured by ELA test scores) is high report relatively low social - emotional skills, and vice versa.

Embracing «slow teaching» does not mean I have to settle for lower test scores; in fact, to me it's somewhat ironic that highly interactive projects and classroom practices promote academic rigor and excellence.

In 2011, the Massachusetts Department of Elementary and Secondary Education classified Bentley Elementary as a Level 4 school for its low test scores and academic achievement.

The third test is No Child Left Behind (NCLB), the education reform law passed in 2002 whose goals include improving the performance of students in the lower half of the academic ability distribution.

In his article on the high - school graduation rate («Tassels on the Cheap,» Feature, Fall 2002), Duncan Chaplin implies that the General Educational Development (GED) tests represent a lower academic hurdle than graduating from high school.

Because he believes that poor children are disproportionately below average in academic ability, Murray's second test is Title I, a popular federal program whose goal is to upgrade the schools attended by children from low - income families.

Race to the Top (RTTT) grants had been awarded after considering whether states would adopt high academic standards, implement prescribed strategies in low ‐ performing schools, and use student test scores to determine the effectiveness of teachers.

Since 2009, the tutorial networks (as the grassroots initiative was called) have been leading a country - wide school improvement effort in 9000 schools with the lowest academic achievement on the national standard test.

Naturally, schools with high test scores show the smallest academic gains, while schools with low test scores show the largest academic gains.

One major vendor of value - added measures (i.e., SAS as in SAS - EVAAS) long has held that the tests need only to have 1) sufficient «stretch» in the scales «to ensure that progress could be measured for low - and high achieving students», 2) that «the test is highly related to the academic standards,» and 3) «the scales are sufficiently reliable from one year to the next» (see, for example, here).

Rather, students with low test scores and grades and certain other characteristics are generally tracked into remedial courses, and those with stronger academic backgrounds are tracked into advanced courses.

Research behind VAL - ED (the Vanderbilt Assessment of Leadership in Education tool to assess principal performance, developed by researchers at Vanderbilt University) suggests that there are six key steps - or «processes» - that the effective principal takes when carrying out his or her most important leadership responsibilities: planning, implementing, supporting, advocating, communicating and monitoring.40 The school leader pressing for high academic standards would, for example, map out rigorous targets for improvements in learning (planning), get the faculty on board to do what's necessary to meet those targets (implementing), encourage students and teachers in meeting the goals (supporting), challenge low expectations and low district funding for students with special needs (advocating), make sure families are aware of the learning goals (communicating), and keep on top of test results (monitoring).41

National testing, academic studies, and political polling show that low - income, people of color are far less active participants in our democracy.

Tests are designed to align with state proficiency standards, [10] which in many states require a fairly low level of academic skill.

Yearly testing will allow states to make sure that all student subgroups are demonstrating academic success and will make it easier to identify low performing schools and schools that demonstrate measurable growth from year to year.

In middle and high schools, students with low test scores and grades and certain other characteristics are generally tracked into remedial courses, and those with stronger academic backgrounds are tracked into advanced courses.

Although the test scores of Global Village schools remained low, he said the schools were undergoing structural changes needed for an academic turnaround.

Promisingly, researchers have found that it is possible to orient students toward positive learning mindsets through low - cost interventions, including online programs that teach students about growth mindsets and purpose.29 According to Carol Dweck and her colleagues, ``... educational interventions and initiatives that target these psychological factors can have transformative effects on students» experience and achievement in school, improving core academic outcomes such as GPA and test scores months and even years later.»

Yet little effort has historically been made to support academic growth in the low - income students who test poorly on the assessment exams, they said.

Walnut Valley, with 20 percent low - income families and about 10 percent English learners, had among the state's highest Academic Performance Index scores — a system for rating schools based on test scores — before the index was suspended three years ago, with an average of more than 900.

NCSECS advocated and helped influence the law including a provision raising the bar a bit higher to ensure high standards for special education students by limiting their participation in tests based on alternate (lower) academic achievement standards to 1 % of students tested (and not just limiting the reporting of their scores on such tests, as was done under NCLB).

In response to New York State's decision to eliminate the Academic Skills Literacy Test for teacher certification, Education Trust Executive Director Ian Rosenblum stated on Tuesday, «it is deeply disappointing that the Regents and State Education Department are lowering the bar for teacher literacy skills... We should be focusing on ensuring that prospective teachers receive the support... Continue reading Ed Trust Needs To Take Several Seats in the Back of My Classroom!

The Dept. of Education is also «sending West Virginia back to the drawing board» on the state's ESSA plan regarding «how much weight West Virginia gives to different areas of its academic accountability system, whether West Virginia is holding its counties accountable for English - language proficiency and the viability of locally - selected tests in lower grades.»

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.

It could also improve the quality of teachers in Mississippi, and the academic performance of students in a state that consistently posts some of the lowest test scores in the nation.

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.

Hardy's goals for the academic year are lofty: improve school culture, lower disciplinary infractions, and raise test scores.

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.

The consortium's subsequent studies found that elite public schools with admissions criteria did not improve academic benefits, test scores, grades or college selectivity, and for lower - income students, these actually worsened.