Sentences with phrase «lower standardized achievement test»

Also, test - anxious students are found to receive lower standardized achievement test scores, GPA, and class exam scores (Chapell et al., 2005; Everson, Millsap, & Rodriquez, 1991; Schwarzer, 1990).

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.

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.

While Prof. Greene positions himself as dedicated to scholarly rigor, he falls into his own logical trap when challenging our claims about states without teacher unions having the lowest achievement rate according to the measures favored by the standardized test proponents.

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.

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.

Parents and many others have joined the AFT's efforts to end the overuse and misuse of standardized tests, and to fix — not close — struggling schools, something Weingarten has advocated since her involvement in the creation of New York City's Chancellor's District, which dramatically improved achievement in what had been some of the city's lowest - performing schools.

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.

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.

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.

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.

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.

A large percentage of students in inner - city urban school districts are SELs and perform in the low and far below basic range on standardized achievement tests.

According to a study by the Council of Great City Schools, students that attend school in deteriorating buildings score between 5 to 11 percentile points lower on standardized achievement tests than students in modern, maintained buildings.

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.

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.

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.

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.

As a group, these largely Hispanic students have persistently scored significantly lower than their white peers on standardized tests like the National Assessment of Educational Progress (NAEP), known as the nation's report card, despite increased attention to this «achievement gap.»

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.

- Reduced achievement gap - Increased course passing rate - Increased graduation rates - Higher standardized test scores in reading and math - More AP and IB tests taken - Fewer suspensions - Lower absenteeism