Sentences with phrase «of academic skills scores»

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You may recall that the original impetus for focusing on this previously unexplored set of skills, in How Children Succeed and elsewhere, was the growing body of evidence that, when it comes to long - term academic goals like high - school graduation and college graduation, the test scores on which our current educational accountability system relies are clearly inadequate.

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.

In our two previous research collaborations with the Skills for Life team, we already had shown that mental health problems are quite common, are among the strongest predictors of poor attendance, poorer grades, and lower scores on standardized tests, and that improved mental health scores are powerful predictors of improved academic outcomes.»

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.

RAND II found only small NAEP achievement gains in Texas, similar to those nationwide and contrasting sharply with «soaring» scores on the Texas Assessment of Academic Skills (TAAS).

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.

A growing body of academic research supports the use of project - based learning in schools as a way to engage students, cut absenteeism, boost cooperative learning skills, and improve test scores.

, is the result of an investigation into whether the dramatic gains in math and reading scores on the Texas Assessment of Academic Skills (TAAS) represented actual academic pAcademic Skills (TAAS) represented actual academic pacademic progress.

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).

Using a three - arm cluster randomized control trial, we assess the impact of PC on children's social - emotional skills (e.g., executive function, emotion regulation, social competence) and academic outcomes (e.g., literacy, math scores).

Many achievement tests created and administered at the state level — such as the Massachusetts Comprehensive Assessment System (MCAS), the Texas Assessment of Academic Skills (TAAS), or the Virginia Standards of Learning (SOL) Assessments — use criterion - referenced scoring.

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.

Figure 2 shows the correlations between school - average social - emotional skills and key indicators of academic performance (GPA and state test scores) and student behavior (the percentage of students receiving suspensions and average absence rates) across CORE district middle schools.

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.

Among the thousands of participants who engaged in professional education at HGSE this past summer, new college presidents worked together to prepare for their roles as leaders of higher education institutions; scores of academic librarians met to discuss the challenges facing their ever - changing field; and over 100 early career principals developed leadership skills to better support teacher development and student achievement.

Student scores from grades 3 through 8 on the math portion of the Texas Assessment of Academic Skills (TAAS) were the focus of the study.

During middle school, for example, students from elementary schools that had implemented the Developmental Studies Center's Child Development Project — a program that emphasizes community building — were found to outperform middle school students from comparison elementary schools on academic outcomes (higher grade - point averages and achievement test scores), teacher ratings of behavior (better academic engagement, respectful behavior, and social skills), and self - reported misbehavior (less misconduct in school and fewer delinquent acts)(Battistich, 2001).

Through that effort, students» reading scores on the Texas Assessment of Academic Skills (TAKS) rose, student attendance increased, no at - risk student dropped out, and there were many fewer disciplinary problems.

«Miss Shelly's skills and hard work has allowed us to exit kids from receiving Title I services, because they have met or exceeded certain benchmarks, test scores, and other criteria, indicative of their academic growth and success.»

Students trained in social and emotional skills had academic achievement scores which were an average of 11 percentile points higher than those who did not, according to a meta - analysis of 213 studies (Weissberg, et al., 2015).

For example, high - scoring countries tend to recruit and retain talented teachers and help them continually improve their classroom skills; they also combine clear, ambitious academic standards for all students with a strong degree of autonomy at the local school level, argues Schleicher, of the OECD.

Additionally, candidates must submit passing scores on the National Evaluation Series (NES) Essential Academic Skills Test and on all areas of the Minnesota Teacher Licensure Examinations (MTLE).

For example, a meta - analysis of school - based and afterschool SEL programs found that participation improved elementary and middle school students» test scores by an average of 11 to 17 percentile points, decreased conduct problems, and increased students» problem - solving skills.17 Similarly, a meta - analysis of school - based SEL programs for students in kindergarten through 12th grade found that participation improved students» academic performance by 11 percentile points, reduced their anxiety and stress, and increased their prosocial behavior.18 These programs were successful in all geographic locations, including urban, suburban, and rural school environments.19

We find that having participated in Texas's targeted pre-K program is associated with increased scores on the math and reading sections of the Texas Assessment of Academic Skills (TAAS), reductions in the likelihood of being retained in grade, and reductions in the probability of receiving special education services.

A personal learning plan consists of student data, personal interests, strengths and weaknesses, credits earned to date, attendance records, state standards yet to be met, a plan for the next five weeks, learning style assessment, their scores on the Measure of Academic Progress, levels of engagement, life skill assessments, and project credits earned and in progress.

A major influence on high school reform outcomes to date has been the end of social promotion in elementary schools: students in the third, sixth and eighth grades who do not achieve a minimum score on the Iowa Test of Basic Skills are either retained or sent to academic preparatory centers.

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A score of 18 or better in the English portion of the ACT (or SAT equivalent) or successful completion of appropriate academic skills english class

Applicants will need to assemble a resume, names and e-mail address of three people who can comment on your research skills, a personal statement related to research, unofficial transcripts or academic records from each secondary learning institution attended, GRE scores, and TOEFL scores if applicable.

The court cited a number of factors personal to him, including that he had been admitted to practice both in California and before the 1st U.S. Circuit Court of Appeals, had a stellar academic record and was valedictorian of his class, had scored well on the California bar exam and on the MPRE, and, through his representation of himself in his own case, had provided a «positive illustration of his skills.»

Mitchell had already been admitted to practice both in California and before the 1st U.S. Circuit Court of Appeals, had a stellar academic record and was valedictorian of his class, had scored well on the California bar exam and on the MPRE, and, through his representation of himself in his admission case, had provided a «positive illustration of his skills.»

Push your resume beyond filters of Applicant tracking Systems (ATS), recruiters screening by effectively positioning relevant keywords, highlighting academic scores and needed skill sets.

Research also shows that SEL supports an 11 % rise in student academic scores while mindfulness - based education has been shown to foster the inner skills of attention, compassion, impulse - control, and executive functioning.

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).