Sentences with phrase «measures of academic skill»

Stipek found that children in didactic, content - centered programs generally do better on measures of academic skill than do children in child - centered classrooms, while children in child - centered classrooms worry less about school and have higher expectations for success than children in content - centered classrooms.

Not exact matches

When the measure, known as Proposition 42, was approved on a second ballot (after having been voted down only a day earlier), it touched off a fire storm of criticism, mostly from coaches who stand to lose the services of youngsters whose academic prowess has not kept pace with their athletic skills.

Maybe it's less useful to consider them as akin to academic skills that can be taught and measured and incentivized in predictable ways and more useful to think of them as being like psychological conditions — the product of a complex matrix of personal and environmental factors.

The problem, he writes, is that academic success is believed to be a product of cognitive skills — the kind of intelligence that gets measured in IQ tests.

In addition to stifling academic freedom, such measures drive students to seek education outside their state's borders, depriving it of their skills and forfeiting the contribution they may have otherwise made to its development.

In both the fall and spring, the researchers collected three types of academic outcome measures from youth and staff, including reading skills, youth perceptions of their academic abilities, and academic engagement.

By the fall of their kindergarten year, children who participated in Head Start and the REDI - P group scored higher than the children in the control group on several measures, showing greater increases in their vocabulary, literacy skills, reading fluency and academic performance upon entering kindergarten.

And the evidence on the importance of teacher academic proficiency generally suggests that effectiveness in raising student test scores is associated with strong cognitive skills as measured by SAT or licensure test scores, or the competitiveness of the college from which teachers graduate.

We have shown that, despite their limitations, aggregate measures of non-cognitive skills based on student self - reports provide useful information about students» development, as both levels and year - to - year changes in students» self - ratings are associated with changes in related academic and behavioral outcomes.

«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 of schools.

«Many schools have given kids grades for academic performance and grades for effort, and there are lots of practices that reflect a recognition of the importance of skills not directly measured by tests.

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.

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.

Third, there is the danger that a reliance on test - based measures will lead teachers to focus narrowly on test - taking skills at the cost of more valuable academic content, especially if administrators do not provide them with clear and proven ways to improve their practice.

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.

This instrument has enabled us to directly measure a larger constellation of academic language skills that go beyond academic vocabulary and to offer direct evidence of strong associations between these skills and reading comprehension (Phillips - Galloway, Stude, Uccelli, in press; Uccelli, Barr, Dobbs, Phillips - Galloway, Meneses, & Sánchez, 2015; Uccelli, Phillips - Galloway, Barr, Meneses, & Dobbs, 2015).

The CALS construct is defined as a constellation of the high - utility language skills that correspond to linguistic features prevalent in oral and written academic discourse across school content areas and that are infrequent in colloquial conversations (e.g., knowledge of logical connectives, such as nevertheless, consequently; knowledge of structures that pack dense information, such as nominalizations or embedded clauses; knowledge of structures for organizing argumentative texts) Over the last years, as part of the Catalyzing Comprehension Through Discussion Debate project funded by IES to the Strategic Educational Research Partnership, Dr. Paola Uccelli and her research team have produced a research - based, theoretically - grounded, and psychometrically robust instrument to measure core academic language skills (CALS - I) for students in grades 4 - 8.

Every other potential quality metric tested in this survey far surpasses testing as a measure of school quality: having extracurricular activities, art and music classes, advanced academic classes, technology and engineering classes, and efforts to develop students» interpersonal skills.

We surveyed over 1,100 entering college freshmen, majoring in business and engineering at a public university in the US, and combined this information with administrative data to create a comprehensive data set that, in addition to the usual academic performance data, cognitive ability measures, and demographics, also included measures of non-cognitive skills, personality traits, and student expectations about college success.

Individual scores on the annual Texas Assessment of Academic Skills (TAAS) in mathematics and reading and English language arts were used as the measure of student performance.

Though course work and grades matter for students» academic trajectories, the subjective nature of course grading suggests that standardized tests may be a better measure of the impact of double - dosing on math skill.

Other teacher attributes: Recent studies suggest that measures of teachers» academic skills, such as SAT or ACT scores, tests of verbal ability, or the selectivity of the colleges they attended, may predict their effectiveness more accurately than the characteristics discussed above.

Measures of teachers» academic skills, such as their verbal ability, may more accurately predict their effectiveness, but there is far less evidence on this issue, and these findings are also not conclusive.

This study examined development of academic, language, and social skills among 4 - year - olds in publicly supported prekindergarten (pre-K) programs in relation to 3 methods of measuring pre-K quality,

Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills.

Academic skills in high school, at least as measured by a standardized math test, explain only a small part of the socioeconomic gap in educational attainment.

The new system would enable the state to measure a full range of college - and career - ready knowledge and skills, shift toward personalized learning, and use meaningful student assessments to ensure effective academic support for students who need it.

Didactic instruction and testing will crowd out other crucial areas of young children's learning: active, hands - on exploration, and developing social, emotional, problem - solving, and self - regulation skills — all of which are difficult to standardize or measure but are the essential building blocks for academic and social accomplishment and responsible citizenship.

The free school was put in special measures after the inspection, which found students showed «a lack of respect and tolerance towards those of different faiths, cultures or communities», while safeguarding procedures, recruitment processes and academic progress in writing skills were also insufficient.

The test designers analyze the component parts of specific academic skills, such as number understanding, and then write test items that will measure whether the child has all the component parts of the skill.

® About Northwest Evaluation Association Northwest Evaluation Association ™ (NWEA ™) is a global not - for - profit educational services organization known for our suite of assessments including our flagship Measures of Academic Progress ® (MAP ®) and Skills Navigator ®, a skills mastery, and progress monitoringSkills Navigator ®, a skills mastery, and progress monitoringskills mastery, and progress monitoring tool.

While multiple meta - analyses and large - scale research studies have found that models following the bilingual approach can produce better outcomes than ESL models, as measured by general academic content assessments or measures of reading comprehension or skills, other studies indicate that the quality of instructional practices matter as well as the language of instruction.

Grounded in resilience theory and aligned with the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework, the DESSA measures can be used by teachers, parents, and out - of - school time staff to assess K - 8th grade students» social and emotional skills.

Obtaining screening information on a variety of measures that include academics and social skills behavior can help schools develop and provide more comprehensive and effective interventions.

Collectively, they use more than 30 different assessments to measure reading and math skills and evaluate their programs» academic performance... and that's just the tip of the iceberg.

(2) An observed or measured rate of acquisition / retention of new academic content or skills that reflect gifted ability.

The Minnesota Comprehensive Assessments (MCAs and MTAS) Minnesota Comprehensive Assessments (MCAs) and alternate assessment, Minnesota Test of Academic Skills (MTAS), are the statewide tests that help districts measure student progress toward Minnesota's academic standards and meet the requirements of the Elementary and Secondary Education ActAcademic Skills (MTAS), are the statewide tests that help districts measure student progress toward Minnesota's academic standards and meet the requirements of the Elementary and Secondary Education Actacademic standards and meet the requirements of the Elementary and Secondary Education Act (ESEA).

Principal Patrick McGillicuddy asked Eskolta to help department heads take a deeper look, and in 2013, the Eskolta team evaluated nearly 250 outcomes from a sample of classes in four disciplines to see which academic skills and abilities were measured by each individual standard.

(4) Early and measured use of high level thinking skills, academic creativity, leadership skills, intense academic interest areas, communications skills, foreign language aptitude or technology expertise.

While federal legislation calls for «multiple up - to - date measures of student academic achievement, including measures that assess higher - order thinking skills and understanding» (NCLB, Sec. 1111, b, I, vi), most assessment tools used for federal reporting focus on lower - level skill that can be measured on standardized mostly multiple - choice tests.

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.

The bill requires tests to include multiple measures of student academic achievement and assess higher - order thinking skills and understanding.

A school - based teacher preparation program in which a prospective teacher, for not less than one academic year, teaches alongside an effective teacher, as determined by the state or local educational agency, who is the teacher of record for the classroom, receives concurrent instruction during the year, through courses that may be taught by local educational agency personnel or by faculty of the teacher preparation program; and in the teaching of the content area in which the teacher will become certified or licensed; and acquires effective teaching skills, as demonstrated through completion of a residency program, or other measure determined by the state, which may include a teacher performance assessment.»

States All states should require a cohort average undergraduate GPA of 3.0 for teacher candidates as well as a screening exam that measures students» academic skills.

In 1998 and 2010, early childhood assessors from the ECLS sat down with children at roughly 1,000 kindergartens around the county to measure students» academic skills at the start of the school year.

How can we go beyond academic achievement to measure a broader range of the skills and dispositions necessary for success in college, career, and community?

Three well - designed studies have been conducted to measure the impact of the Ready To Learn program with Pre-K, Kindergarten, and first grade students on their academic achievement and social skills.

The app was designed to enable users to measure the listening and speaking skills of young learners, recognising the significance of the oral tradition in Indigenous cultures, and oral language as the foundation for the development of literacy skills and a strong indicator of later reading, writing and overall academic achievement.

ACCESS measures academic language skills in the domains of Listening, Reading, Speaking, and Writing.

Development of an instrument to measure student use of academic success skills: An exploratory factor analysis.