Sentences with phrase «many measures of academic achievement»

Furthermore, these differences also correlated with one measure of academic achievement — performance on standardized tests.

If the results of the Stanford 9 are similar to the results of the FCAT, the FCAT is likely to be a valid measure of academic achievement.

In the median state, measures of academic achievement currently count for about half of schools» summative ratings.

The Campbell Collaboration's registry contains at least 50 entries on analogous trials in which conventional measures of academic achievement were the main outcome variable.

In most industrialized countries — nearly all of which outperform us on measures of academic achievement, such as PISA and TIMSS — students begin preparing for a career while still in high school.

Treatment and control children performed similarly on distal measures of academic achievement.

Before the recession began, California K - 12 public schools, which were among the nation's best in the 1960s, already ranked near the bottom nationally in many measures of academic achievement and...

That experience taught us that an accountability formula should reflect only objective measures of academic achievement.

Despite this newfound flexibility, of the seventeen states with draft ESSA accountability plans, the Fordham Institute finds only six have moved away from percent proficient as their main measure of academic achievement.

A high - powered commission appointed by Gov. Terry E. Branstad issued wide - ranging recommendations last week for change in Iowa's schools, including a call for measures of academic achievement that all districts would be required to report for their students.

For example, NAEP scores are measures of the overall achievement level of students and not necessarily an accurate reflection of the quality of each state's school system, yet they were used as the sole measure of academic achievement.

None of the three schools achieved consistent gains over their respective comparison group on measures of academic achievement.

It includes measures of academic achievement and achievement gaps for school districts and counties, as well as district - level measures of racial and socioeconomic composition, racial and socioeconomic segregation patterns, and other features of the schooling system.

Completing an Paragraph Punch writing prompt is a widely known measure of academic achievement.

Last school year of the 182 public schools in the Metropolitan Nashville Public Schools district, Valor scored the highest on measures of academic achievement, beating out even the district's well - regarded magnet programs.

Assessments such as the Ages and Stages Questionnaire, the Flanker Inhibitory Control and Attention Task, and the Social Skills Rating System will be administered alongside more traditional measures of academic achievement.

For more than twenty years, MetaMetrics ® has focused on improving education for learners of all ages through the development of scientific measures of academic achievement and complementary technologies that link assessment results with real - world instruction.

Although Nansel et al found important evidence regarding the potential detrimental effects of bullying on self - perceived academic achievement and school attendance, no objective measures of academic achievement or attendance were collected.

At 72 months, teachers reported on children's externalizing behaviors, and children completed objective measures of academic achievement.

Not exact matches

Zimmerman BJ, Kitsantas A. Comparing students» self - discipline and self - regulation measures and their prediction of academic achievement.

The pervasive associations found between breastfeeding and measures of cognitive ability and academic achievement were, in part, explained by the fact that the outcomes described in Table 1 were all significantly correlated.

«Over the past decade we've been able to identify a growing number of educational interventions that have managed to have notable impacts on students» academic achievement as measured by standardized tests,» West says.

Researchers evaluated children's self - regulation and academic achievement before and after the intervention and found that children who had received the intervention scored significantly higher on two direct measures of self - regulation.

... In the current study, academic achievement was measured with standardized tests administered in spring 2013, which was concurrent with the time of year when participation in the SBP peaked.

«Reassessing the Achievement Gap: Fully Measuring What Students Should Be Taught in School» argues that NAEP results offer a «distorted» picture of student achievement because of their exclusive focus on academic skills and take attention away from nontested areas that often fall under the purview Achievement Gap: Fully Measuring What Students Should Be Taught in School» argues that NAEP results offer a «distorted» picture of student achievement because of their exclusive focus on academic skills and take attention away from nontested areas that often fall under the purview achievement because of their exclusive focus on academic skills and take attention away from nontested areas that often fall under the purview of schools.

States can accomplish this by measuring achievement via average scale scores or a performance index, and by giving substantial weight to a measure of academic growth for all students from one year to the next.

They suggested that, rather than measuring academic achievement based on proficiency rates alone, states should either look at scale scores or some sort of an index providing partial credit for getting students to a basic level (and additional credit for getting students to an advanced one).

Paradoxically, however, the positive relationships between these self - reported measures of non-cognitive skills and growth in academic achievement dissipate when the measures are aggregated to the school level.

To begin tackling this problem, CMU backward - mapped from the ACT's definition of college readiness to establish grade - level achievement targets for grades 2 — 8 that can be used with Northwest Evaluation Association's Measures of Academic Progress (MAP) or the Performance Series by Global Scholar.

On the basis of these survey results, we created three measures: (1) the principal's overall assessment of the teacher's effectiveness, which is a single item from the survey; (2) the teacher's ability to improve student academic performance, which is a simple average of the organization, classroom management, reading achievement, and math achievement survey items; and (3) the teacher's ability to increase student satisfaction, which is a simple average of the role model and student satisfaction survey items.

Recent government education policies seem to assume that academic achievement as measured by test scores is the primary objective of public education.

As a result, in the past decade researchers have grown interested in ways of measuring and comparing the gains in academic achievement that a school or teacher elicits — in other words, a school or teacher's «value added.»

In the specific year when students move to a middle school (or to a junior high), their academic achievement, as measured by standardized tests, falls substantially in both math and English relative to that of their counterparts who continue to attend a K — 8 elementary school.

The new law also requires states to use, as part of their rating systems, an indicator of academic achievement «as measured by proficiency on the annual assessments.»

In tackling this task, Feinberg says, they «backed into» the five essential tenets of the KIPP model: High Expectations (for academic achievement and conduct); Choice and Commitment (KIPP students, parents, and teachers all sign a learning pledge, promising to devote the time and effort needed to succeed); More Time (extended school day, week, and year); Power to Lead (school leaders have significant autonomy, including control over their budget, personnel, and culture); and Focus on Results (scores on standardized tests and other objective measures are coupled with a focus on character development).

Moreover, it is clear that the vast majority of states have set their academic achievement bar far lower than federal standards, as measured by the National Assessment of Educational Progress (NAEP).

This interpretation of the law requires a minimum of 8 different indicators (math achievement scores, reading achievement scores, another academic indicator, and a school quality or student success indicator, plus participation rate for each of these four measures).

Once the state has decided on its policy position, however, a judicial presence should be maintained to ensure that the chosen policy is fully funded, is implemented in a coherent manner, and results in substantially improved student performance, as measured by validated assessments of academic achievement and of students» ability to function as capable citizens and workers.

While measures of teachers» general academic skills, such as SAT scores and college selectivity, are often statistically significant predictors of teachers» effectiveness in raising student achievement, their effects are modest in size.

To create such programs, states and districts must identify the most important elements of student performance (usually academic achievement), measure them (usually with state tests), calculate change in performance on a school - by - school basis, and provide rewards to schools that meet or beat performance improvement targets — all of which must be backed by system supports that enable all schools to boost results.

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.

Demanding accountability for results and measuring achievement with the Texas Assessment of Academic Skills (TAAS), a criterion - referenced assessment — actually, a rather blunt instrument — has spurred significant improvement in student achievement.

As I noted previously, in the twin study, nothing remains of the correlation between grit and academic achievement once Big Five personality measures are included.

The CORE is a consortium of nine California school districts that implemented a pilot to create a comprehensive accountability system by assessing school performance through a variety of measures that go beyond academic achievement tests.

ESSA requires state accountability systems to include an indicator of academic achievement «as measured by proficiency on the annual assessments.»

As Stanford University professor Larry Cuban writes in Oversold and Underused, «There have been no advances (measured by higher academic achievement of urban, suburban, or rural students) over the past decade that can be confidently attributed to broader access to computers....

The authors found that in the specific year when students move to a middle school (or to a junior high), their academic achievement, as measured by standardized tests, falls substantially in both math and English relative to that of their counterparts who continue to attend a K — 8 elementary school.

Effective assessment should measure the full range of student ability — social, emotional, and academic achievement.

Since ESSA requires the use of proficiency rates, one design objective is a combination of measures on academic achievement to reduce both the short - term gaming around «bubble kids» (both real and perceived) and also the long - term incentive to lowball cut - scores for various achievement bands on statewide tests.

The Act (Section 1111 (c)(4)(B)(i)(I)-RRB- requires states to use an indicator of academic achievement that «measures proficiency on the statewide assessments in reading / language arts and mathematics.»