Sentences with phrase «lower academic test scores»

«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.

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.»

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.

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.

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.

[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.

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.

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

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.

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.»

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).

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.

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.

Unfortunately, at least for the Academic Indicator, the state education agency developed a convoluted and inappropriate process for assigning colors for academic performance in ELA and Math on the state SBA tests by redistributing individual scale scores based on the low end of the Level 3 scale score band — Meets StAcademic Indicator, the state education agency developed a convoluted and inappropriate process for assigning colors for academic performance in ELA and Math on the state SBA tests by redistributing individual scale scores based on the low end of the Level 3 scale score band — Meets Stacademic performance in ELA and Math on the state SBA tests by redistributing individual scale scores based on the low end of the Level 3 scale score band — Meets Standards.

In his RSCO School Choice Fair field notes, HH expresses concern that ``... the lack of conversations about test scores, despite some critics» view that test scores are not a reliable indicator of a school's quality of education, is concerning as low - income parents might not be aware of the academic outcome produced by the schools that they are choosing for their kids» (HH).

Parents who have noticed an influx of English - language learners and low - income students at their schools said that the culture shift has made it more difficult for their children to make friends and that the academic environment has changed, with test scores falling and talented teachers leaving.

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.

The letter grade is based 80 percent on the school's achievement score (which uses various data including student performance on end - of - grade and end - of - course standardized test scores) and 20 percent on students» academic growth (a measure of students» performance in relation to their expected performance based on the prior year's test results), resulting in a grade of A, B, C, D, or F. «Low - performing districts» are those with over 50 percent of their schools identified as low - performiLow - performing districts» are those with over 50 percent of their schools identified as low - performilow - performing.

Education Commissioner Stefan Pryor has chosen Clark, a North End neighborhood school that has struggled with low test scores and chronic absenteeism, as a candidate to enter the state Commissioner's Network after this academic year.

There are certain grades (sixth grade, for example, has a low scoring test across the state) which drag down academic scores.

Mental health issues such as attention difficulties, delinquency, and substance misuse are associated with lower academic achievement and attainment.91 Likewise, trauma is associated with lower standardized test scores and an increased risk of being diagnosed with a learning disability or behavioral disorder.92 While mental health and traumatic events can be devastating to individual academic achievement, research indicates that traumatic events also affect the entire class.

In addition to the fact that untrained teachers were hired and teachers were assigned out of field, college admissions standards were lowered for teacher education programs: Teachers, on average, had poorer academic records and test scores than other college graduates, and many teacher education programs lowered their expectations to accommodate their clientele.

The city has had persistently low test scores and lags behind most of the rest of the country on many academic measures.

Results showed that third - grade test scores — whether they were higher or lower than the national average — did not correlate to students» academic growth through elementary and middle school.

These impacts are seen school - wide as students with trauma have more discipline referrals and suspensions, are more likely to be retained, have more school absences, and have lower test scores and academic performance.

Mental health issues such as attention difficulties, delinquency, and substance use are associated with lower academic achievement and attainment.77 Likewise, experiencing trauma is associated with lower standardized test scores and an increased risk of being diagnosed with a learning disability or behavioral disorder.78 When children experience trauma, it not only affects their own learning but also that of their classmates.

The paper, by Raj Chetty and John N. Friedman of Harvard and Jonah E. Rockoff of Columbia, tracked 2.5 million students over 20 years, and using a value added approach, found that teachers who help students raise their standardized test scores have a lasting positive effect on those students» lives beyond academics, including lower teenage - pregnancy rates, greater college matriculation and higher adult earnings.

Academic achievement, as measured by standardized test scores, is not the only education outcome for which disparities between high - income and low - income students have been growing.

A slight indication of a weaker association between academic test scores and general health for the BCS compared with the NCDS cohort at the level of consistently low scores was observed (p = 0.01 and p = 0.02 for interaction in the individual and full models respectively).

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.