Sentences with phrase «math achievement tests»

School Readiness and Achievement Participating children scored 25 % higher on first - through - third grade reading and math achievement tests.

[15] Among families receiving welfare, children of depressed mothers have lower average scores on math achievement tests than do other children.

Instead, concentrate on using specific verbs and accomplishments, such as «improved students» scores on annual math achievement tests for three years in a row» or «Developed students» language skills through weekly video conference with sister school in Mexico.»

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.

Children that performed best in the image test also scored the highest in standard math achievement tests.

Students» self - reported emotions were measured by questionnaires, and their achievement was assessed by year - end grades and scores on a math achievement test.

Sources might include reading and math achievement test scores, IQ scores, benchmark and state test results, and grade level progress in the curriculum.

The K - 20 EDW includes detailed enrollment, demographic, and program participation information for each student, as well as reading and math achievement test scores.

At the start of junior high, the math achievement test scores of the students with a growth mind - set were comparable to those of students who displayed a fixed mind - set.

Not exact matches

When compared to control group counterparts in randomized trials, infants and toddlers who participated in high - quality home visiting programs were shown to have more favorable scores for cognitive development and behavior, higher IQs and language scores, higher grade point averages and math and reading achievement test scores at age 9, and higher graduation rates from high school.

National studies show that students who eat school breakfast are more likely to: reach higher levels of math achievement; score higher on tests; have better concentration, memory and alertness, improved attendance, behavior, and academic performance; and maintain a healthy weight

High Achievement New York, a group that has been supportive of the Common Core standards, praised on Tuesday the state's transparency in releasing some English Language Arts and math test questions this year.

Betty Rosa, the Regents chancellor and a former New York City school administrator, noted the current evaluation law has created a situation under which teachers in fields not covered by state tests, such as physical education, often find themselves rated on the basis of student achievement in areas that are tested, such as English and math.

«Students with higher intelligence had better grades and test scores, but those who also enjoyed and took pride in math had even better achievement.

A new report from the Royal Society on improving U.K. science and mathematics education contains a lengthy wish list: Upper - level students should take a lot more science and math; more college graduates with science degrees should go into teaching; current teachers should continually upgrade their skills and have a larger voice in the educational process; and the government should de-emphasize the high - stakes tests used to measure student achievement.

Lucero feels that there is not enough emphasis on science in classes at LES, and students typically have a poor showing in achievement tests on science and math compared to the national average.

Their thoughts about their daughters» maths ability were much more tied to actual maths achievements, such as test scores.

The failure was exemplified by high drop - out rates, dismal national test scores in math, reading, and other subjects, as well as widening achievement gaps.

The public release of these ratings — which attempt to isolate a teacher's contribution to his or her students» growth in math and English achievement, as measured by state tests — is one important piece of a much bigger attempt to focus school policy on what really matters: classroom learning.

Results of the study indicate that LTTA students perform better on math computation and estimation (as measured by the Canadian Achievement Test, CAT · 3) compared to students in similar non-LTTA schools.

Charter school students in grades 3 through 8 perform better than we would expect, based on the performance of comparable students in traditional public schools, on both the math and reading portions of New York's statewide achievement tests.

At KIPP Ascend, where many fifth - graders start one or two grades behind in reading and math, after four years at the school, 100 percent of eighth - graders passed math and 94 percent passed reading on the Illinois Standards Achievement Test.

After years of stagnation in the late 1980s and early 1990s, achievement began to rise again in the late «90s — particularly in the earlier grades and most notably in math — as states set new academic standards, started testing their students regularly, and installed their own versions of «consequential accountability» systems.

For admission, they must score at an 8th - grade level on standardized reading and math tests (the Richmond Tech PLC raised that to 9th grade because it had so many applicants), pass an interview, and sign an achievement contract that also commits them to attend a daily meeting called Morning Motivation.

Even if we ignore the fact that most portfolio managers, regulators, and other policy makers rely on the level of test scores (rather than gains) to gauge quality, math and reading achievement results are not particularly reliable indicators of whether teachers, schools, and programs are improving later - life outcomes for students.

Second, math and reading achievement tests are not designed to capture what we expect students to learn in other subjects, such as science, history, and art.

Since 1992, the achievement of America's 12th graders on NAEP reading and math tests has been unchanged.

Children in smaller groups score higher in all standard achievement tests, especially for reading and maths.

They show that the schools that are most effective in raising student test scores do so in spite of the strength of the underlying relationship between math achievement and fluid cognitive skills.

Annual average improvement target of 2.5 percentage point gains in achievement on state reading and math tests between 2018 and 2025 for all students and student subgroups; plan includes goal of reaching a graduation rate of 90 percent by 2025 for all students and student subgroups

For example, David Sims has shown that after a 2001 Wisconsin law required schools to open after Labor Day, districts forced to delay their start dates saw their students» achievement on the state math test fall relative to districts that were unaffected by the law.

We can't fix the limits of math and reading achievement tests by adding mandatory «grit» surveys or other measures.

To evaluate the claim that No Child Left Behind and other test - based accountability policies are making teaching less attractive to academically talented individuals, the researchers compare the SAT scores of new teachers entering classrooms that typically face accountability - based test achievement pressures (grade 4 — 8 reading and math) and classrooms in those grades that do not involve high - stakes testing.

Importantly, the schools attended by students in our sample include both open - enrollment public schools operated by the local school district and five over-subscribed charter schools that have been shown to have large, positive impacts on student achievement as measured by state math and English language arts tests.

The GRC compares academic achievement in math and reading across all grades of student performance on state tests with average achievement in a set of 25 other countries with developed economies that might be considered economic peers of the U.S..

Since No Child Left Behind (NCLB) was enacted into federal law in 2002, states have been required to test students in grades 3 through 8 and again in high school to assess math and reading achievement.

They also perform at far higher levels on the Stanford Achievement Tests, which the district administers annually in five subjects: math, reading, language, social science, and science.

In our balanced budget I proposed a comprehensive strategy to help make our schools the best in the world — to have high national standards of academic achievement, national tests in 4th grade reading and 8th grade math, strengthening math instruction in middle schools, providing smaller classes in the early grades so that teachers can give students the attention they deserve, working to hire more well - prepared and nationally certified teachers, modernizing our schools for the 21st century, supporting more charter schools, encouraging public school choice, ending social promotion, demanding greater accountability from students and teachers, principals and parents.

In addition, a series of studies by David Grissmer and colleagues found that early math and reading achievement tests are not even very good predictors of later test results relative to other types of skills and more general knowledge.

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.

The achievement gap between middle - school students and K — 8 students is put in stark relief in Figure 1, which displays our estimates of the impact of attending a middle school on student achievement as measured by standardized tests in math and English Language Arts.

This comports with the interpretation that average peer achievement influences everyone's test scores, since Asians score higher than whites in math overall (the Asian - white score gap is positive and relatively large in math, 0.62 of a standard deviation in the 4th, 5th, and 6th grades).

For example, a student who begins the year at the 50th percentile on the state reading and math test and is assigned to a teacher in the top quartile in terms of overall TES scores will perform on average, by the end of the school year, three percentile points higher in reading and two points higher in math than a peer who began the year at the same achievement level but was assigned to a bottom - quartile teacher.

Our high school seniors ranked near the bottom in math and science achievement when compared with their peers around the world, according to the TIMSS test results.

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.

By way of comparison, the authors note that the impact of being assigned to a teacher in the top - quartile rather than one in the bottom quartile in terms of their total effect on student achievement as measured by student - test - based measures of teacher effectiveness is seven percentile points in reading and six points in math.

No homework, no testing, and being graded on their «zest for living» rather than on their achievement in math and science - his students would love him!

«The Accountability Plateau,» by Mark Schneider, just published by Education Next and the Fordham Institute, makes a big point: that «consequential accountability,» à la No Child Left Behind and the high - stakes state testing systems that preceded it, corresponded with a significant one - time boost in student achievement, particularly in primary and middle school math.

And WWC found in 2007 that expensively touted math texts and test - preparation software had little effect on student outcomes: textbook superpower Houghton Mifflin's elementary mathematics curriculum, for instance, was «found to have no discernible effects on... achievement.»

But not for all the usual reasons that people raise concerns: the worry about whether we've got good measures of teacher performance, especially for instructors in subjects other than reading and math; the likelihood that tying achievement to evaluations will spur teaching to the test in ways that warp instruction and curriculum; the futility of trying to «principal - proof» our schools by forcing formulaic, one - size - fits - all evaluation models upon all K — 12 campuses; the terrible timing of introducing new evaluation systems at the same time that educators are working to implement the Common Core.