Sentences with phrase «lower on achievement tests»

Its students (75 % of whom receive free or reduced - priced lunch; 40 % come from immigrant or refugee backgrounds) still score much lower on achievement tests than do students from more advantaged communities, but their performance has improved significantly, and they now enjoy far stronger opportunities to learn.

Research reaching back to the 1950s agrees that hungry and malnourished children have shorter attention spans, cause more disruptions in the classroom, and score lower on achievement tests.

A study released earlier this month by Mathematica finds that students attending charter high schools in Florida scored lower on achievement tests than students in traditional public schools, but years later, the charter students were more likely to have attended at least two years of college and also had higher earnings.

As compared to students in K - 8 elementary schools, middle school students also score lower on achievement tests.

Students who attend middle schools at risk of dropping out of high school As compared to students in K - 8 elementary schools, middle school students also score lower on achievement tests.

According to a study conducted by the American School Food Service Association, children with insufficient protein intake scored the lowest on achievement tests.

A student who scores low on an achievement test or does not demonstrate adequate growth over time is not hopeless.

Not exact matches

Table 1 shows clear and highly significant (P <.0001) tendencies for increasing duration of breastfeeding to be associated with higher scores on measures of cognitive ability, teacher ratings of performance, standardized tests of achievement, better grades in School Certificate examinations, and lower percentages of children leaving school without qualifications.

Carranza's priorities rang familiar to New Yorkers Monday as he stressed lower reliance on testing, a focus on social services, LGBTQ rights, support for immigrant children and closing racial achievement gaps.

For instance, data may show that the students who pass through one teacher's class consistently score lower on state achievement tests than the students in another teacher's class.

What they saw was sobering but not surprising: Despite attempts to close achievement gaps between students of color, immigrant students, and low - income students and their more affluent white peers, wide disparities persisted in student performance on state tests, graduation rates, school attendance, and college - going rates.

While the achievement gap between white students and their low - income, minority counterparts on tests has received a great deal of attention, the gap in high - school graduation rates is even more critical.

When states set the bar too low — by setting a low cut - score to demonstrate proficiency on a state test — it conveys a false sense of student achievement to kids, parents and teachers This website will help parents see how their states are doing and what they can do to get involved.

Recalling that black students have the lowest scores on both the reading and math tests, one can see that these results can be interpreted as the effects of peer achievement.

While many North Carolina school administrators and teachers are winning praise and cash for meeting or exceeding performance expectations on state tests, others are starting the school year scrambling to respond to their students» low achievement.

Student achievement at schools operated by the Bureau of Indian Affairs as measured by scores on standardized tests is considerably lower than that of public schools, according to a report by the federal General Accounting Office.

Teachers» average student - achievement gains based on such tests are more volatile from year to year (which translates to lower reliability) and are only weakly related to other measures, such as classroom observations and student surveys.

Still, its detractors argue that the law has had unfortunate side effects: too much time spent teaching to narrow tests, schools focused on boosting the scores of students who are just below the proficiency threshold, and some states lowering their standards to reduce the number of schools missing their achievement targets.

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.

The low group could be defined by sub-basement scores on achievement tests and wide gaps between groups on achievement - test results.

Students who use the voucher to enroll in private schools end up with much lower math achievement than they would have otherwise, losing as much as 13 percentile points on the state standardized test after two years.

With respect to the research on test - based accountability, Principal Investigator Jimmy Kim adds: «While we embrace the overall objective of the federal law — to narrow the achievement gap among different subgroups of students — NCLB's test - based accountability policies fail to reward schools for making progress and unfairly punish schools serving large numbers of low - income and minority students.

What is clear, however, is that both Catholic schools and voucher programs for low - income families show stronger effects on students» educational attainment than on their achievement as measured by standardized tests.

The other study (Perkes 1967) produced mixed results: students whose teachers took more subject - matter coursework reported higher scores on an achievement test, but lower scores on the STEP, a test of higher - order thinking.

And officials believe that contributes to low math and science scores on achievement tests.

For example, the state plans to continue identifying some high - poverty schools as «priority» or «focus» schools based on low test scores or wide achievement gaps.

The legislation also, as Layton reported, «require states to intervene with «evidence - based» programs in schools where student test scores are in the lowest 5 percent, where achievement gaps are greatest, and in high schools where fewer than two - thirds of students graduate on time.»

Schools that report low achievement for English - language learners also report low test scores for white and African - American students, and share characteristics associated with poor performance on standardized tests, according to a study released by the Pew Hispanic Center.

A 2006 study by the Department of Education found that charter school fourth graders had lower scores in reading and math on the National Assessment of Education Progress, a federal achievement test, than their counterparts in regular public schools.

And a report from the Southern Regional Education Board, which supports increasing the number of middle students taking Algebra I, found that among students in the lowest quartile on achievement tests, those enrolled in higher - level mathematics had a slightly higher failure rate than those enrolled in lower - level mathematics (Cooney & Bottoms, 2009, p. 2).»

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.

The website offers an overview of performance and detailed information on a range of indicators of school climate and conditions, success in preparing students for college and career opportunities and achievement on standardized tests — all broken down by a dozen student groups, including low - income students, English learners, students with disabilities and other racial and ethnic groups, to highlight disparities in achievement.

In cases where achievement is weighted heavily, as with the current formula, schools with high numbers of students who perform as above on state tests have lower school performance grades of C, D, or F. By simply shifting the formula to 50 - 50, many of those C schools would earn a B, and D schools would move to C, and so on.

«Meanwhile,» he wrote, «student achievement remains low» for all student subgroups, compared with the performance of students in other states on national tests.

Approximately nine months ago she was asked to resign her teaching position by the district's interim superintendent — Dr. Michael Rivera — due to her students» low test scores for the 2013 - 2014 school year, and despite her students exceeding expectations on other indicators of learning and achievement.

They further found that higher turnover was associated with lower student performance on reading and math achievement tests, apparently because turnover takes a toll on the overall climate of the school.42 «It is far from a trivial problem,» the researchers say.

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.»

Some schools thought of as high or low performers in the past based on test scores could have ratings that show the opposite because of other factors being used in the ratings, including test score growth over time, readiness for graduation and progress on closing achievement gaps between student groups.

Based on the stability and level of performance on standard achievement tests in first and second grade (mean age in first grade = 82 months), children with IQ scores in the low - average to

With teachers facing accountability pressure tied to their students» achievement, they may even be reluctant to leave their classrooms, fearing that any time away from students will decrease time on task and lower test scores.

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).

Last years» test results were based on the percentage of students that scored above «minimal» — the lowest achievement level.

A high - poverty, previously low - performing elementary school in Maine shifted its from looking mainly at achievement and test scores to focusing on ways to create motivated, confident, engaged students.

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.

On the other, unions want more focus on the social problems contributing to low achievement and less emphasis on testing, which in Chicago takes up an extraordinary amount of timOn the other, unions want more focus on the social problems contributing to low achievement and less emphasis on testing, which in Chicago takes up an extraordinary amount of timon the social problems contributing to low achievement and less emphasis on testing, which in Chicago takes up an extraordinary amount of timon testing, which in Chicago takes up an extraordinary amount of time.

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.

The middle school, which serves students in grades 6 — 8, had low scores on standardized achievement tests, an alarming level of bad behavior, and dwindling enrollment.

In addition, the bill requires states to develop a plan to address problems in their «achievement gap schools» — the 5 percent of elementary and middle schools and the 5 percent of high schools in each state with the largest achievement gaps among student subgroups, or the lowest student subgroup performance based on achievement tests and graduation rates.

Most impressive is a new requirement that states intervene in schools where student test scores are in the lowest 5 percent, where achievement gaps are greatest and in high schools where fewer than 67 percent of students graduate on time.

When asked what should determine teacher pay, 86 percent said a teacher's education and training should be either the most important or an important factor, followed by 77 percent who said their students» achievement and progress on a range of measures including standardized tests, classroom observations and parent feedback; 77 percent said whether the teacher is at a low - performing school where students need the most help; 64 percent who said students» achievement and progress on standardized tests; and 57 percent who said seniority in the number of years of classroom teaching experience.