Sentences with phrase «measures of academic achievement in»

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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.

... 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 peakeIn 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 peakein spring 2013, which was concurrent with the time of year when participation in the SBP peakein 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.

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.

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

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 schooIn 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 schooin both math and English relative to that of their counterparts who continue to attend a K — 8 elementary school.

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).

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.

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.

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.

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 schooIn 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 schooin high school.

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.

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.

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.»

Existing empirical evidence, however, does not find a strong role for measured characteristics of teachers — such as teacher experience, education, and test scores of teachers — in the determination of academic achievement of students.

Annually measures, for all students and separately for each subgroup of students, the following indicators: Academic achievement (which, for high schools, may include a measure of student growth, at the State's discretion); for elementary and middle schools, a measure of student growth, if determined appropriate by the State, or another valid and reliable statewide academic indicator; for high schools, the four - year adjusted cohort graduation rate and, at the State's discretion, the extended - year adjusted cohort graduation rate; progress in achieving English language proficiency for English learners; and at least one valid, reliable, comparable, statewide indicator of school quality or student succAcademic achievement (which, for high schools, may include a measure of student growth, at the State's discretion); for elementary and middle schools, a measure of student growth, if determined appropriate by the State, or another valid and reliable statewide academic indicator; for high schools, the four - year adjusted cohort graduation rate and, at the State's discretion, the extended - year adjusted cohort graduation rate; progress in achieving English language proficiency for English learners; and at least one valid, reliable, comparable, statewide indicator of school quality or student succacademic indicator; for high schools, the four - year adjusted cohort graduation rate and, at the State's discretion, the extended - year adjusted cohort graduation rate; progress in achieving English language proficiency for English learners; and at least one valid, reliable, comparable, statewide indicator of school quality or student success; and

To determine whether these trends have continued in more recent cohorts, we examine trends in several dimensions of school readiness, including academic achievement, self - control, externalizing behavior, and a measure of students» «approaches to learning,» for cohorts born from the early 1990s to the mid-2000s.

This lack of a strong role for measured characteristics motivates interest in unmeasured characteristics of teachers that have a causal effect on academic achievement.

They understand and actively work to eliminate gaps in school success between different groups of students, as measured by academic achievement, high school graduation rates, and preparation for college and other postsecondary pursuits.

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

The bill replaces AYP standards with a requirement for states to annually measure all students and individual subgroups by: (1) academic achievement as measured by state assessments; (2) for high schools, graduation rates; (3) for schools that are not high schools, a measure of student growth or another valid and reliable statewide indicator; (4) if applicable, progress in achieving English proficiency by English learners; and (5) at least one additional valid and reliable statewide indicator that allows for meaningful differentiation in school performance.

«Across the country, states, districts, and educators are leading the way in developing innovative assessments that measure students» academic progress; promote equity by highlighting achievement gaps, especially for our traditionally underserved students; and spur improvements in teaching and learning for all our children,» stated U.S. Secretary of Education John B. King Jr. «Our proposed regulations build on President Obama's plan to strike a balance around testing, providing additional support for states and districts to develop and use better, less burdensome assessments that give a more well - rounded picture of how students and schools are doing, while providing parents, teachers, and communities with critical information about students» learning.»

The three - year survey of 3,000 teachers in seven school districts by the Bill & Melinda Gates Foundation found that the controversial method of measuring student academic growth, known as value - added, was a valid indicator of whether teachers helped boost student 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...

Studies with more detailed measures of teachers» education levels and coursework in subject areas found that, at least in math and science, academic preparation does positively influence student 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.

The Scholars» Paradise model would use «scale scores» or a «performance index» for the «academic achievement» indicator; measure growth using a two - step value - added metric; pick robust «indicators of student success or school quality,» such as chronic absenteeism; and make value added count the most in a school's final score.

With 17,300 students, the district receives an abundance of information, including data from PARCC tests, districtwide pre - and post-common assessments in all content areas, Measures of Academic Progress in elementary and middle schools, Eureka Math and Achieve 3000 achievement scores, and professional - development surveys given to all teachers.

At this point, study results show a positive trend from ninth to tenth grade in favor of the treatment group, particularly on measures of student attendance and achievement on state academic assessments.

At Imagine Andrews, we measure the academic performance of our students primarily based on same - student learning gains (i.e., the improvement in student achievement in reading and math measured for the same students from the beginning until the end of each school year).

Student Growth Percentile (SGP) scores, reported in Star Assessments, compare each student's growth to that of his or her academic peers nationwide and provide a measure of each student's achievements.

Our student achievement is measured in many ways, and we continuously strive to improve by studying results of not only the STAAR tests (State of Texas Assessment of Academic Readiness), but also of district - level ongoing assessments, PSAT, SAT, and ACT.

In a letter dated May 3, dozens of advocacy groups asked Brown to recommit to closing the academic achievement gap for high - need students as he considers an opening on the State Board of Education and a new plan for measuring school performance later this year.

In Virginia, scores on the Standards of Learning tests measure academic achievement.

While the Department will likely add more academic performance measures in the future, for 2014 officials also included the level of participation in state assessments, achievement gaps between students with disabilities and the general population as well as scores on the National Assessment of Educational Progress, a standardized test used to gauge academic growth across the country.

The Academic Performance Framework (APF) was developed in an effort to combine school progress, achievement and culture data into one overall measure of school performance.

«NCLB asked states and districts to focus their efforts on interventions for students in Title I schools that were failing or at risk of failing the state's academic achievement standards, as measured by annual assessments.

In this paper, I examine sixteen distinct measures of segregation to determine which is most strongly associated with academic achievement gaps.

: They are in the top quarter of academic achievement in New Jersey, according to the state, and the top 1 percent when measured against peers of the same demographic.

They also, along with others troubled by New York's — particularly NYC's — notorious achievement gaps, yearned to release school leaders from the muzzle of LIFO, which requires that teachers be laid off by seniority, not effectiveness, and change old - school subjective teacher evaluations to reflect student academic growth, measured in part through standardized test scores.

Pro-voucher groups aren't trying to fight accountability, but are working to make sure that an equitable process is developed to measure the success of school choice programs in improving academic achievement, says Jim Bender, executive director of School Choice Wisconsin.

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.

Work on the Jasper project with students has been successful in «measures of mathematical self - efficacy, academic interest in, and value for mathematical content and problem solving,» including higher standardized achievement scores (Nicaise, 1997, p. 453).

Having firmly committed itself to many of the same reforms, at least as rendered in broad strokes, the DFL found itself again playing defense — this time, to limit the new policies to measures intended to help close the academic achievement gap, not strip the grownups trying to make it happen of their contractual rights.

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