Sentences with phrase «make on achievement tests»

For example, high turnover of students throughout the year can affect the gains students make on achievement tests; and, if the class size is small, the scores of only a few students can affect the size of the gains.

Not exact matches

The design of this study made it possible to examine 1) the extent to which benefits of breastfeeding on cognitive ability and achievement were evident throughout middle childhood, adolescence, and into young adulthood; and 2) the extent to which breastfeeding was related to a range of indices of academic achievement that included performance on standardized tests, teacher ratings of academic achievement, and levels of success in examinations on leaving school.

«Through international diplomacy built on established scientific achievement in nuclear testing verification,» Kemerait wrote, «Dr. Zerbo has fought to make this world safer for all the earth's inhabitants.»

Not surprisingly, the more teachers believed they could make a difference, the better both black and white students scored on achievement tests.

The improved scores were impressive enough to lead several states and other major school districts, including New York, to adopt elements of the Chicago Public Schools (CPS) policy — making student progress toward the next grade dependent on demonstrated achievement on standardized tests.

On the one side, she agreed with New York City mayor Michael Bloomberg to a test plan offering monetary incentives to teachers in schools whose poorest students make significant gains in achievement (see «New York City's Education Battles,» features, Spring 2008).

Cheerleader and Punk Rocker Reward Students for Making the Grade This year was our schools fourth consecutive year of achieving an A grade on our state achievement tests.

Researcher: Nation's Future Depends on Raising White, Nonwhite Test Scores Observer & Eccentric, August 21, 2011» «If we can't make it happen, we may have already peaked as a nation,» said [Senior Lecturer] Ronald Ferguson, faculty co-chair and director of the Achievement Gap Initiative at Harvard.»

These were: well - being and welfare — insisting upon the adoption of well - being policies in all education settings; empowering and enabling — identifying the balance between empowering and overburdening staff; freedom and flexibility - reversing the trend for testing and increasingly structured curriculum frameworks and trust and train teachers to do their job with a focus on reflective practice; and celebrating success — making sure we all better celebrate the amazing experiences and achievements of teachers to help stem a current tendency for public pessimism.

In the 2001 reauthorization of ESEA as the No Child Left Behind Act, states were required to test students in grades 3 — 8 and disaggregate results based on student characteristics to make achievement gaps visible.

Mostly based on «value added,» a statistical measure of the contribution the teachers make to student achievement on standardized tests.

An analysis of test score gains made by students in 49 countries which was published in Ed Next last year found that students in the U.S. were not on track to close the global achievement gap.

Michigan's high school achievement test, in place since 1978, could be on its way out to make way for a set of new tests that would measure students» college readiness.

After almost five years, the federal No Child Left Behind (NCLB) Act already has made a significant impact on U.S. schools, based on improved test scores and a narrowing of the achievement gap, according to U.S. Secretary of Education Margaret Spellings.

The authors suggest that other states learn from «the danger of relying on statewide test scores as the sole measure of student achievement when these scores are used to make high - stakes decisions about teachers and schools as well as students.»

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.

Attending a Boston charter school makes special education students 1.4 times more likely to score proficient or higher on their standardized tests, resulting in a 30 percent reduction of the special education achievement gap.

Most tests gaining attention today are achievement tests, including those commonly referred to as «high stakes,» meaning that crucial decisions are made about a student, teacher, or school based on the results of the test.

In high - poverty areas where progress has been made in closing achievement gaps, such as in Union City, N.J., and Clarke County, Ga., it wasn't a focus on standardized testing that worked.

First, we made a straightforward comparison of the average test - score gains in classrooms run by TFA and non-TFA teachers, controlling for a variety of factors known to influence academic achievement, including students» backgrounds, the students» previous performance on the TAAS, characteristics of their schools, and characteristics of their classmates.

Bethesda's collaborative efforts transformed student achievement: For the past two years, it has been among the top 10 percent of Georgia's Title I schools, making the most progress in improving the performance of all students on statewide tests.

Thursday's LA Times editorial about the use of student achievement data in teacher evaluations around the country (Bill Gates» warning on test scores) makes some valuable points about the dangers of rushed, half - baked teacher evaluation schemes that count test scores as more than half of a teacher's evaluation (as is being done in some states and districts)...

Whether parents work one - on - one with students who need help with reading or grade math worksheets as part of an enrichment program, groups can make a difference in student achievement while motivating students to do their best when it's time for the test.

Make judgments regarding the attainment of instructional objectives unless these judgments are based upon clear and objective criteria, such as specific achievement standards on a true - false test.

I've carefully cited and quoted the relevant research and drawn the obvious conclusion — active portfolio management based on achievement tests is likely to make harmful errors and unnecessarily restrict options.

Maryland's public school students made greater gains on a national standardized test than their peers in nearly every other state, although the achievement gap between white and minority students persists.

State board President Michael Kirst and other members have made it clear that they intend to replace the API, which calculates a three - digit number based primarily on a school's or district's standardized test scores, with a new system in which test scores would be just one of many measures of student achievement and school performance.

In his cross-examination, Marcellus McRae, took aim at Seymour's assertion that the district didn't use test scores to make employment decisions on teachers and that despite the district's innovative policies, achievement gaps between ethnic groups persisted.

I think after another generation of a horrible achievement gap, we have to make all schools more focused on tests, tutoring and teacher quality and stop prioritizing adult jobs over children's scores and achievement.

And attending a school in which blacks and Hispanics make up more than 75 percent of the student body lowers achievement of black, Hispanic, and Asian students but does not affect white students (in some of the analyzed years it actually had a small positive influence on math test scores for whites).

A fundamental shift in how a disability is identified, making diagnostic decisions only after intervention rather than simply because a student's achievement test score is lower than the score on an intelligence test would predict

By the 4th year, those kids who received the suite of RTL, RFS & SSS make huge gains on our standardized achievement tests.

The new U.S. federal education law, the Every Student Succeeds Act, provides a reset on education policy, an acknowledgement that high - stakes testing does not make schools better or raise student achievement.

If «proficient» and «highly proficient» are achievement labels that should be reserved for students likely to go to a four year college or university, then education reform advocates have never effectively made that case to the public, preferring instead to point to the results on state testing that have been designed with this specific result in mind and declaring themselves correct about how poor a job our nation's schools are doing.

Bloomberg Chancellor Joel Klein loved to boast about how the leadership team assembled in New York made great progress on raising achievement and closing the test - measured gap between white and minority students.

We would get rid of our messy, different 50 - state variations of standards, and make our kids smarter by incentivizing them to aspire to a higher bar of achievement, make them all college - ready, enable them to rank higher on international tests, and enable them to better compete in the new global economy.

But all of them share the idea that teachers who are particularly successful will help their students make large learning gains, that these gains can be measured by students» performance on achievement tests, and that the value - added score isolates the teacher's contribution to these gains.

Therefore, making definitive claims about the outcomes of such programs remains a challenging task.83 Some studies find no link between financial incentives for student achievement and higher test scores, while others see higher achievement for students in systems with performance bonuses.84 A large - scale 2014 study on TIF presented findings on early implementation from 153 districts.

And similar remarks made testing and assessment blush, particularly on issues like common standards and adequately and fairly measuring student achievement across the nation and around the world.

The E. M. Kauffman funded Philliber Research Associates evaluation of the CDF Freedom Schools program in Kansas City conducted between 2005 - 2007 indicates children who attend CDF Freedom Schools programs score significantly higher on standardized reading achievement tests than children who attend other summer enrichment programs; African American middle schools boys made the greatest gains of all.

He provides evidence from several decades of scholarly research on teacher effectiveness to show that teachers do make a difference in student achievement as measured by large - scale standardized achievement tests.

(Koretz also argues that the focus on test prep in such schools has led to more score inflation there, making the achievement gap appear narrower than it really is.)

RICHMOND, Va. — Student achievement on Standards of Learning (SOL) tests during 2016 - 2017 was relatively unchanged compared with performance during the previous school year, although black students made gains on five of the six elementary and middle school reading tests, the Virginia Department of Education (VDOE) reported today.

The scores are based on student proficiency on spring math and reading tests, individual student year - to - year growth on those tests and progress schools make in closing the achievement gap, plus graduation rates for high schools.

A / B Testing is the latest developer service that Amazon has launched (along with Achievements, Leaderboards, Whispersync across devices, In - App Purchasing, and 1 - Click Purchasing) that make it simpler than ever for app developers to concentrate on the differentiating parts of their apps rather than the undifferentiated infrastructure and engagement components.»

Make sure to elaborate on any relevant work history, teaching experience, research experience (e.g., projects, grants, interviewing, testing, coding), clinical or consulting experience, leadership positions, scholarly contributions, achievements, awards, or skills.

Analyses of findings from an earlier intensive child development program for low birth weight children and their parents (the Infant Health and Development Program) suggest that the cognitive effects for the children were mediated through the effects on parents, and the effects on parents accounted for between 20 and 50 % of the child effects.10 A recent analysis of the Chicago Child Parent Centers, an early education program with a parent support component, examined the factors responsible for the program's significant long - term effects on increasing rates of school completion and decreasing rates of juvenile arrest.11 The authors conducted analyses to test alternative hypotheses about the pathways from the short - term significant effects on children's educational achievement at the end of preschool to these long - term effects, including (a) that the cognitive and language stimulation children experienced in the centres led to a sustained cognitive advantage that produced the long - term effects on the students» behaviour; or (b) that the enhanced parenting practices, attitudes, expectations and involvement in children's education that occurred early in the program led to sustained changes in the home environments that made them more supportive of school achievement and behavioural norms, which in turn produced the long - term effects on the students» behaviour.