Sentences with phrase «many standardized achievement tests»

Research shows that kids who get fed are sick less, pay more attention in class, and even do better on standardized achievement tests.

Educational assessment: Standardized achievement tests are another important avenue to further characterize your child's learning.

Only a few of the districts could be directly compared because they use the same standardized achievement test.

In a quasi-experimental study in nine Title I schools, principals and teacher leaders used explicit protocols for leading grade - level learning teams, resulting in students outperforming their peers in six matched schools on standardized achievement tests (Gallimore, Ermeling, Saunders, and Goldenberg, 2009).

The study assessed performance on standardized achievement tests as well as measures of various character strengths.

CASEL reports: «A landmark review found that students who receive SEL instruction had more positive attitudes about school and improved an average of 11 percentile points on standardized achievement tests compared to students who did not receive such instruction.»

Nearly one - third of the 450,000 Arizona students who took a state - required standardized achievement test were given incorrect scores by the computer firm hired to grade the tests.

In the area of academic achievement, a few years ago the school's fourth graders had the highest scores in the district on the Connecticut Mastery Test, the state's standardized achievement test.

Evaluations of any educational technology program often confront a number of methodological problems, including the need for measures other than standardized achievement tests, differences among students in the opportunity to learn, and differences in starting points and program implementation.

The corporate world provides useful data about simulations designed to change behavior and obtain results (which is exactly what we hope will be learned in many situations but is something that few, if any, of our standardized achievement tests measure).

Because of the need for nationally standardized achievement tests to provide fine - grained, percentile - by - percentile comparisons, it is imperative that these tests produce a considerable degree of score spread — in other words, plenty of differences among test takers» scores.

As a result, in today's nationally standardized achievement tests, there are many SES - linked items.

The first of these categories are nationally standardized achievement tests like the Iowa Tests of Basic Skills, which employ a comparative measurement strategy.

With few exceptions, however, the assessments states have chosen to implement because of NCLB are either nationally standardized achievement tests or state - developed standards - based tests — both of which are flawed.

Two kinds of standardized achievement tests commonly used for school evaluations are ill suited for that measurement.

By contrast, standardized achievement tests indicate how well a test taker has acquired knowledge and mastered certain skills.

As a consequence, students» performances on this type of instructionally insensitive test often become dependent on the very same SES factors that compromise the utility of nationally standardized achievement tests when used for school evaluation.

Over the years, developers of standardized achievement tests have learned that if they can link students» success on a question to students» socioeconomic status (SES), then about half of the test takers usually answer that item correctly.

A second kind of instructionally insensitive test is the sort of standardized achievement test that many states have developed for accountability during the past two decades.

So, producing score spread often preoccupies those who construct standardized achievement tests.

Statistically, a question that creates the most score spread on standardized achievement tests is one that only about half the students answer correctly.

Of these nine options, «improving students» scores on standardized achievement tests» came in last place with 69 percent support (36 percent strongly).

Students who use newspapers tend to score higher on standardized achievement tests — particularly in reading, math, and social studies — than those who don't use them.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

In The Four - Day School Week, another School Administrator report, Jack McCoy, deputy director of learning services at the New Mexico Department of Education, said in his district's case attendance for teachers and students improved while scores on standardized achievement tests remained stable.

In 1989, students at Allen, a poor, inner - city school, ranked 28th out of 33 district schools on standardized achievement tests.

The results are consistent with other studies that show a substantial return (up to 50 percent of a standard deviation on standardized achievement tests) to achievement from observed classroom quality, with greater effects often accruing to children with higher levels of risk and disadvantage.

Sociologist Robert Carini's 2002 review of 17 studies found that «unionism leads to modestly higher standardized achievement test scores, and possibly enhanced prospects for graduation from high school.»

Findings demonstrate that a standards - based, inquiry science curriculum can lead to standardized achievement test gains in historically underserved urban students, when the curriculum is highly specified, developed, and aligned with professional development and administrative support.

ITP faculty and staff currently develop the Iowa Assessments, which are among the most widely respected, standardized achievement tests in the world.

Before the re-authorization of IDEA of 2004, there was a «discrepancy» rule, which required a «significant» discrepancy between a child's intellectual ability (measured by IQ) and their academic functioning (measured by standardized Achievement Tests.)

As it turned out, these were, in each case, standardized achievement tests (six schools used the Stanford Achievement Test 9; two used the Metropolitan Achievement Test 7; two used the California Achievement Test; two used the Northwest Evaluation Association Levels Test; and two used a district - normed test.)

Provide parents with an annual written explanation of the student's progress, including scores on standardized achievement tests

What forces, priorities, evidence, or interests have driven the collective belief that annual standardized achievement testing can improve schools?

Standardized achievement tests measure how much students have already learned about a school subject.

Large - scale standardized testing companies (e.g., Pearson, Harcourt Educational Measurement, CTB McGraw - Hill, Riverside Publishing [a Houghton Mifflin company], etc.) manufacture most (if not all) large - scale standardized achievement tests.

Administers standardized achievement tests, interprets results to determine learners» strengths and areas of need for initial, annual and triennial assessments.

One way to compare homeschooled students with peers who attend public schools is to use standardized achievement test scores.

A study of homeschooled student scores on standardized achievement tests shows higher scores than the general population (National Home Education Research Institute, 1997).

Demonstrate potential for delivering excellent academic results for K - 12 students, as measured by standardized achievement tests

The teachers were introduced to a range of identification procedures including above - level testing, the use of standardized achievement tests, and a range of teacher and parent nomination checklists.

Typical standardized achievement tests lack the capability to measure most of these skills.

Since beginning the change, student scores on Kentucky's standardized achievement test have risen from the 41st percentile to the 78th percentile, and the U.S. Department of Education has named T. C. Cherry a National Blue Ribbon School.

The Small Schools Coalition catalogs research from scholars worldwide documenting how students in small schools outperform students in large schools on standardized achievement tests, significantly.

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.

Schools must be in existence for at least five years and must demonstrate academic excellence as measured by standardized achievement tests, strong governance, operational sustainability and sound fiscal practices.

Muir says that although the school did administer a standardized achievement test, that program did not: 1) provide a sufficient measure of proficiency against state requirements; 2) enable progress monitoring; or 3) include math - skills benchmarking.

These authors explored some of the challenges and promises in terms of using and designing standardized achievement tests and other educational tests that are «instructionally useful.»

This article examines the role of student demographic characteristics in standardized achievement test scores at both the individual level and aggregated at the state, district, school levels.

Educational assessment: Standardized achievement tests are another important avenue to further characterize your child's learning.