Sentences with phrase «of school performance scores»

Standardized test results form the backbone of the school performance scores that determine whether a school can be taken over by the state Recovery School District, whether a school has improved enough to return to local control and whether charters can stay open.

Dr. Caminita has a proven track record of success fostering student academic growth and the growth of School Performance Scores since 2003 in Type 4 and 5 charter schools.

These figures have a direct effect for high schools, constituting 25 percent of the school performance score that determines over time whether charter schools stay open.

Not exact matches

Putting aside the surprising reemergence of test scores as the preferred standard of performance, I wondered what she would say about Catholic schools.

His 321 yards and three scores were impressive, but being just the second Boise State quarterback to notch a true road win over a P5 school is the real gem of his performance.

In most families, there was no significant impact of the home visits on the children's mental development or school outcomes, but in families where mothers scored especially low on measures of intelligence and mental health, children's academic performance did improve.

And a 2014 study of student performance at schools in California and New York, conducted by the American Institutes for Research, found that attending deeper - learning schools had a significant positive impact, on average, on students» content knowledge and standardized - test scores.

However, even after control for confounding and selection factors associated with infant feeding practices, increasing duration of breastfeeding was associated with small but significant increases in scores on standardized tests of ability and achievement, teacher ratings of classroom performance, and greater success at high school.

Table 1 shows clear and highly significant (P <.0001) tendencies for increasing duration of breastfeeding to be associated with higher scores on measures of cognitive ability, teacher ratings of performance, standardized tests of achievement, better grades in School Certificate examinations, and lower percentages of children leaving school without qualificaSchool Certificate examinations, and lower percentages of children leaving school without qualificaschool without qualifications.

On average, children who were breastfed for ≥ 8 months 1) scored between 0.35 and 0.59 SD units higher on standardized tests of ability or achievement and teacher ratings of school performance than children who were not breastfed, and 2) were considerably less likely than nonbreastfed children to leave school without qualifications (relative risk = 0.38; 95 % CI: 0.25, 0.59).

Numerical scores in this analysis place the average performance of Waldorf students above that of students in OECD countries, and above 2 of the 3 high school systems in Austria.

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

Forty percent of teachers in the Syracuse school district will have to develop improvement plans because they scored below «effective» on their state - mandated performance evaluations, according to preliminary results released by the district.

Governor Cuomo angered teachers when he said last fall that he intends to break the public school monopoly, and that he found it «incredible» that less than 5 percent of teachers were deemed deficient in the latest teacher performance scores.

Cuomo angered teachers when he said last fall that he intends to break the public school monopoly, and that he found it incredible that less than 5 percent of teachers were deemed efficient in the latest teacher performance scores.

The chancellor said lawmakers should «reopen» a section of the law that increases to about 50 percent the maximum weight that local school districts can assign to so - called «growth» scores in judging teachers» classroom performance.

Property taxes dropped dramatically, but so did school performance, with test scores going from the best in the nation to some of the worst.

When asked to predict their scores on a midterm pretest near the beginning of the school year, students of all performance levels overestimated their scores by an average of 11 percent over the whole class.

«After developing our scale, data from follow - up testing confirmed that students» engagement scores were positively correlated with indicators of performance, such as good grades and independent learning outside of school motivated by interest.

The researchers compared similar blocks in the catchment of schools which, without borderlining, would have scored the same quality in national performance tables.

2/11/2008 UC San Diego Team Shows Correcting Poor Vision Can Help a Preschooler's Performance Preschoolers with poor vision have lower scores in developmental testing indicative of success in school performance, but those scores improve significantly within six weeks when the children are given prescription glasses, according to a newPerformance Preschoolers with poor vision have lower scores in developmental testing indicative of success in school performance, but those scores improve significantly within six weeks when the children are given prescription glasses, according to a newperformance, but those scores improve significantly within six weeks when the children are given prescription glasses, according to a new study b...

Teachers in 21 Kentucky schools and five districts are now eligible for cash rewards for improved student performance as a result of corrected scores on the 1996 state assessment.

In a report on the 2009 — 10 school year, the project says that, nationally, its students improved their scores in all four core subjects compared to their performance in their home school the year before — by from 6 to 11 percentage points — and that 96 percent of the students classified as seniors at the beginning of the school year graduated.

The provisional school results will include performance measures such as the percentage of pupils achieving five or more GCSEs or equivalents at A * to C, the percentage of pupils achieving the English Baccalaureate (EBacc), and the Attainment 8 scores, showing average achievement across eight subjects, including English and maths, for those schools that have opted into the new accountability system a year early.

Using methodology developed with Ed School Lecturer Terrence Tivnan, he compared the «academic rating» that admissions officers assign to applicants (a combination of grades, test scores, teacher recommendations, etc.) with their actual academic performance once they enrolled at Middlebury.

As Thomas Kane and Douglas Staiger point out (see «Randomly Accountable,» in this issue), test scores bounce up and down from year - to - year for a variety of reasons that are unrelated to actual school performance.

Tough presents particularly compelling narratives about the progress of one Promise Academy elementary school and the middle school, the former achieving dramatic increases in test scores, and the latter temporarily closing its doors to new students as a result of poor (albeit improving) performance.

Its measures of school performance, for example, are SAT and ACT scores, which clearly do not measure the actual performance of the schools (as the unions are usually the first to point out).

He criticizes the federal law for basing school accountability on a single year's test scores and holding schools accountable for the performance of transient students.

The Every Student Succeeds Act pushes states to move beyond test scores in gauging school performance and gives them all sorts of new flexibility when it comes to funding, turning around low - performing schools, and more.

The performance of students attending small schools has been recorded as between 11 per cent and 34 per cent higher when compared to children in overcrowded schools; 15 per cent higher in mathematics scores and 4 per cent to 9 per cent higher points in reading scores.

These schools hold admissions lotteries, which enable researchers to compare the subsequent test - score performance of students who enroll to that of similar students not given the same opportunity.

Evaluations led by Harvard's Tom Kane and MIT's Josh Angrist have used this lottery - based method to convince most skeptics that the impressive test - score performance of the Boston charter sector reflects real differences in school quality rather than the types of students charter schools serve.

NCLB required that states test students in math and reading each year, that average student performance be publicized for every school, and that schools with persistently low test scores face an escalating series of sanctions.

Performance incentives may cause schools and teachers to redirect their efforts toward the least costly ways of raising test scores, at the expense of actions that do not boost scores but may be important for students» long - term welfare.

K - 12 Achievement (2016) The K - 12 Achievement Index scores states based on 18 distinct achievement measures related to reading and math performance, high school graduation rates, and the results of Advanced Placement exams.

But all previous evaluations of the effects of private schools or of school voucher programs reported test - score results for both reading and math, or a composite measure of the two, even if the researchers thought that one or the other was a better measure of school performance.

The NEPC report paints a dismal picture of student learning at K12 - operated schools, but the fatal flaw of the report is that the measures of «performance» it employs are based primarily on outcomes such as test scores that may reveal more about student background than about the quality of the school, and on inappropriate comparisons between virtual schools and all schools in the same state.

His current work includes a project on the evaluation of high school performance using non-test score outcomes that is funded by the Spencer Foundation, and an IES - funded project on the outcomes of students who attend for - profit colleges.

But it's not just Uncle Sam who should quit judging performance by students (and schools and districts) via «short - term test score measures of basic skills.»

In a study conducted in 2004 by scholars at the Consortium on Chicago School Research, the performance of 3rd - and 6th - grade students who scored just below the benchmark on the ITBS, most of whom were retained because of the mandate, was compared with the performance of students who scored just above the benchmark, most of whom were promoted.

The OECD says results from the PISA collaborative problem - solving assessment show only 9 per cent of the differences in students» scores (after accounting for their performance in the three core domains of science, reading and mathematics), is observed between schools.

Students with increased NAPLAN scores are more skewed towards subjects such as interest in science, law, engineering, architecture, social work and arts, and students who consider their academic performance to be above average are more likely to choose medicine, a study of 6492 students from years 3 to 12 across 64 NSW public schools has found.

We conducted our analysis alternately using absolute student achievement, measured with statewide mean SAT scores for the 1989 — 90 school year and the mean high - school dropout rate calculated from 1990 census data, and with a second measure that represents the deviation of actual achievement from expected student performance.

(In 2001, Tolenas was one of four schools in northern Solano County to reach California's target score of 800 out of a possible 1,000 on the Academic Performance Index, or API.

It may be that SAT scores, as a very public measure of school performance, lead to agitation for charter laws, but that charters themselves are more likely to target students at risk of dropping out, and therefore participation is more closely associated with dropout rates.

It's also true that the law's use of a single proficiency «cut score» to judge school performance discourages attention to kids who are already succeeding — and those so far below proficiency as to have little chance of getting there.

Although the relationship between changes in the student - teacher ratio and changes in school performance is not statistically significant, the size of the relationship suggests that the governor's plan would increase scores by roughly 0.36 percentage points.

Because the performances of all students would continue to be reported on the current NAPLAN score scale, it would still be possible to calculate year level averages, to show how students perform in relation to their year group, and to identify levels of proficiency that, ideally, all students should reach by particular times in their schooling.

Figure 1b shows the changes in standardized test scores, across the full range of student performance, that can be attributed reasonably to teacher and school performance and to decisions about how the school allocates resources among students.