Sentences with phrase «normed student achievement test»

The student may take any nationally - normed student achievement test administered by a certified teacher.

The student shall take any nationally normed student achievement test administered by a certified teacher;

Not exact matches

Moreover, while the researcher tasked with tracking the achievement of scholarship students was unable to make clear apples - to - apples comparisons with Florida public school students last year, he was able to do so in years past when Florida's public school students also took the nationally norm - referenced Stanford Achievachievement of scholarship students was unable to make clear apples - to - apples comparisons with Florida public school students last year, he was able to do so in years past when Florida's public school students also took the nationally norm - referenced Stanford AchievementAchievement Test.

Those, like Nevada's ESA, that require participating students to take their choice of several nationally norm - referenced (NNR) tests, like the Stanford Achievement Test or the Iowa Test of Basic Skills.

Progressive Achievement Tests are series of tests designed to provide objective, norm - referenced information to teachers about their students» skills and understandings in a range of key aTests are series of tests designed to provide objective, norm - referenced information to teachers about their students» skills and understandings in a range of key atests designed to provide objective, norm - referenced information to teachers about their students» skills and understandings in a range of key areas.

Students in the 3rd, 6th, 8th, and 9th grades could be held back if they failed to score at the district benchmark in math and reading on nationally normed tests - the Iowa Test of Basic Skills (ITBS) or the Test of Achievement and Proficiency (TAP) for 9th graders.

Each spring at our schools we administer the TerraNova, a nationally normed test of student achievement.

complies with nonpublic school accreditation requirements as set forth in Section 22.1 - 19 of the Code of Virginia, and administered by the Virginia Council for Private Education (VCPE) or is a nonpublic school that maintains an assessment system that annually measures scholarship students» progress in reading and math using a national norm - referenced achievement test including, but not limited to, the Stanford Achievement Test, California Achievement Test, and Iowa Test of Baachievement test including, but not limited to, the Stanford Achievement Test, California Achievement Test, and Iowa Test of Basic Skitest including, but not limited to, the Stanford Achievement Test, California Achievement Test, and Iowa Test of BaAchievement Test, California Achievement Test, and Iowa Test of Basic SkiTest, California Achievement Test, and Iowa Test of BaAchievement Test, and Iowa Test of Basic SkiTest, and Iowa Test of Basic SkiTest of Basic Skills.

Districts may extend or enrich their curriculum beyond what is found in the textbook, however it's not too big a stretch to hope that a student who achieves at above - grade results on a nationally normed achievement test should have a textbook at that nationally normed level.

The initial study reported in 1992 (Romance & Vitale, 1992) showed that 4th grade Science IDEAS students displayed higher achievement on nationally - normed tests in reading comprehension and in science (in comparison to demographically similar students) and more positive attitudes and self - confidence toward reading comprehension and science.

the Department created an arbitrary «9th percentile» that a student must have on a norm - referenced achievement test (like Woodcock - Johnson) or curriculum based assessment to even be considered for eligibility.

Moreover, even if the CSTs were not norm - referenced tests, students currently have no incentive to response to the best of their abilities on the tests and, therefore, there is no guarantee that their responses are indicative of their true academic achievements.

NAEP tests, unlike many state tests, are not «norm - referenced» — designed in a manner that spreads student scores and sorts students along a spectrum of achievement levels.

Indices of student achievement — such as college and workplace readiness, national norm - referenced test scores, and reading ability — offer mounting evidence of the pressing need to objectively revisit the Texas reform model and courageously pursue corrections in course.

If a student is struggling to remember spelling words, a standardized test of spelling achievement with current national norms should be given to quantify just how serious the problem is.

The second category is «Exemplary Improving,» in which schools that have at least 40 percent of their students from disadvantaged backgrounds demonstrate the most progress in improving student achievement levels as measured by state assessments or nationally - normed tests.

Analyses of findings from an earlier intensive child development program for low birth weight children and their parents (the Infant Health and Development Program) suggest that the cognitive effects for the children were mediated through the effects on parents, and the effects on parents accounted for between 20 and 50 % of the child effects.10 A recent analysis of the Chicago Child Parent Centers, an early education program with a parent support component, examined the factors responsible for the program's significant long - term effects on increasing rates of school completion and decreasing rates of juvenile arrest.11 The authors conducted analyses to test alternative hypotheses about the pathways from the short - term significant effects on children's educational achievement at the end of preschool to these long - term effects, including (a) that the cognitive and language stimulation children experienced in the centres led to a sustained cognitive advantage that produced the long - term effects on the students» behaviour; or (b) that the enhanced parenting practices, attitudes, expectations and involvement in children's education that occurred early in the program led to sustained changes in the home environments that made them more supportive of school achievement and behavioural norms, which in turn produced the long - term effects on the students» behaviour.