Sentences with phrase «of academic achievement tests»

Not exact matches

Farrell notes that colleges and universities tout the successes of their incoming students — test scores, academic achievement, acceptance rates, and the like — but rarely spend the same amount of energy sharing data about job placement and success rates of graduates.

Short of intelligence tests, a candidate's work history, academic achievements, vocabulary, and general presence will provide the clues you're looking for.

NHERI executes, evaluates, and disseminates studies and information (e.g., statistics, facts, data) on homeschooling (i.e., home schooling, home - based education, home education, home school, home - schooling, unschooling, deschooling, a form of alternative education), publishes reports and the peer - reviewed scholarly journal Home School Researcher, and serves in consulting, academic achievement tests, and expert witness (in courts and legislatures).

The design of this study made it possible to examine 1) the extent to which benefits of breastfeeding on cognitive ability and achievement were evident throughout middle childhood, adolescence, and into young adulthood; and 2) the extent to which breastfeeding was related to a range of indices of academic achievement that included performance on standardized tests, teacher ratings of academic achievement, and levels of success in examinations on leaving school.

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

School pupils could be tested for drugs as part of a new government study to determine whether testing can affect youngsters» behaviour, attendance and academic achievements.

Furthermore, these differences also correlated with one measure of academic achievement — performance on standardized tests.

«Over the past decade we've been able to identify a growing number of educational interventions that have managed to have notable impacts on students» academic achievement as measured by standardized tests,» West says.

... 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 peaked.

Scholarly articles published by over 20 researchers in Monographs, titled «The Relation of Childhood Physical Activity to Brain Health, Cognition and Scholastic Achievement» indicate that while physical activity in schools has diminished in part because of a growing emphasis on student performance and academic testing, decreased physical activity is actually related to decreased academic performance.

The Academic Assessment — Over the course of this standardized academic achievement test, it becomes clear which types of academic skills are strong and which are weak and, further highlights the corresponding areas of the brain that are aAcademic Assessment — Over the course of this standardized academic achievement test, it becomes clear which types of academic skills are strong and which are weak and, further highlights the corresponding areas of the brain that are aacademic achievement test, it becomes clear which types of academic skills are strong and which are weak and, further highlights the corresponding areas of the brain that are aacademic skills are strong and which are weak and, further highlights the corresponding areas of the brain that are affected.

While the word «accountability» never appears in Risk, its call for higher academic standards and its focus on student achievement as the main barometer of quality laid the intellectual groundwork for the rigorous curricula and tests envisioned by the promoters of standards - based -LSB-...]

After years of stagnation in the late 1980s and early 1990s, achievement began to rise again in the late «90s — particularly in the earlier grades and most notably in math — as states set new academic standards, started testing their students regularly, and installed their own versions of «consequential accountability» systems.

President Barack Obama has often noted in speeches the enthusiasm of Korean parents for their children's education, the high quality of Korean teachers, the number of learning hours that Korean students spend, and the outstanding educational achievements these have produced; for example, top rankings in international academic - achievement tests, and low rates of school dropouts and juvenile delinquency.

Although there is some indication that the implementation of MCAS testing has improved curriculum and helped push students and teachers to focus more aggressively on academic achievement, the potential consequences of depriving thousands of students a high - school diploma is simply unacceptable to most teachers.

The authors wrote that, overall, the results of 46 articles published between 1985 and October 2008 found that «there is substantial evidence that physical activity can help improve academic achievement, including grades and standardized test scores.

The assessment will continue to use performance standards — basic, proficient, and advanced — and a mix of multiple - choice and open - response test items in assessing the academic achievement of U.S. students.

Teachers» assessment of children's academic diligence may be affected by their achievement test scores or by other information that may not closely relate to children's diligence.

For the most part, he says, the past decade of research on the accountability movement in education has focused on two things: whether or not the tests increased academic achievement, and how high - stakes testing has led to certain behaviors such as teaching to the test or manipulating the data.

The GRC compares academic achievement in math and reading across all grades of student performance on state tests with average achievement in a set of 25 other countries with developed economies that might be considered economic peers of the U.S..

In the area of academic achievement, a few years ago the school's fourth graders had the highest scores in the district on the Connecticut Mastery Test, the state's standardized achievement tTest, the state's standardized achievement testtest.

Amrein and Berliner concluded, as announced in their press release, «High - stakes tests may inhibit the academic achievement of students, not foster their academic growth.»

In our balanced budget I proposed a comprehensive strategy to help make our schools the best in the world — to have high national standards of academic achievement, national tests in 4th grade reading and 8th grade math, strengthening math instruction in middle schools, providing smaller classes in the early grades so that teachers can give students the attention they deserve, working to hire more well - prepared and nationally certified teachers, modernizing our schools for the 21st century, supporting more charter schools, encouraging public school choice, ending social promotion, demanding greater accountability from students and teachers, principals and parents.

Recent government education policies seem to assume that academic achievement as measured by test scores is the primary objective of public education.

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.

Beginning with the 1990 - 91 school year, Texas began to administer a statewide achievement test, the Texas Assessment of Academic Skills (TAAS), to elementary - school students.

A forthcoming study by a pair of Stanford University researchers is further stoking the debate over whether states» high - stakes testing programs can positively affect academic achievement.

The finding that happiness is positively correlated with GPA is significant, Hinton notes, because GPA provides a broader picture of academic achievement than standardized test scores, encompassing multiple types of abilities and the influence of social dynamics.

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).

The goal is literally to double or triple education results — to increase from 30 percent the number of students who perform proficiently on tests of academic achievement to 60 and then 90 percent.

Her litany of complaints about the academic results of Klein's «radical restructuring» is somewhat familiar — «inflating» test results and «taking shortcuts» to boost graduation — except for the charge that «the recalibration of the state scores revealed that the achievement gap among children of different races in New York City was virtually unchanged between 2002 and 2010, and the proportion of city students meeting state standards dropped dramatically, almost to the same point as in 2002.»

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.

Since 2006, the number of Houston schools earning one of the state's top ratings has more than doubled to exceed 200 campuses, fewer students are repeating a grade level, and more are testing at the highest levels of academic achievement.

This material was adapted from «Defining and Requiring Academic Achievement,» a 2003 study of the history and significance of the Massachusetts Comprehensive Assessment System (MCAS) tests.

The CORE is a consortium of nine California school districts that implemented a pilot to create a comprehensive accountability system by assessing school performance through a variety of measures that go beyond academic achievement tests.

Preliminary Evidence from California's CORE Districts Brookings, 3/17/16 «A growing body of evidence confirms that student skills not directly captured by tests of academic achievement and ability predict a broad range of academic and life outcomes, even when taking into account differences in cognitive skills,» writes Associate Professor Martin West.

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.

For all of the talk about «raising standards» and implementing «high stakes testing,» the United States is an outlier among developed nations when it comes to holding students themselves to account, and linking real - world consequences to academic achievement or the lack thereof.

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).

While the push for higher levels of academic achievement and accountability continues to increase, more people have realized that a single test can not provide a comprehensive evaluation of student performance.

Yet NCLB left the biggest decision of all to the states: how high to set their standards of academic achievement and the passing levels on their tests.

But let's assume that you're in favor of pushing academic achievement and the improved test scores that seem to reflect it.

Since ESSA requires the use of proficiency rates, one design objective is a combination of measures on academic achievement to reduce both the short - term gaming around «bubble kids» (both real and perceived) and also the long - term incentive to lowball cut - scores for various achievement bands on statewide tests.

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.

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.

Whereas measurement of academic achievement was given by teachers, measurement of cognitive ability came from standardized tests.

The bill also eliminates goals and performance targets for academic achievement, removes parameters regarding the use of federal funds to help improve struggling schools, does not address key disparities in opportunity such as access to high - quality college preparatory curricula, restricts the federal government from protecting disadvantaged students, does not address poor quality tests, and fails to advance the current movement toward college - and career - ready standards.

Some tests, such as the Stanford Achievement Test, are developed for general use by any school district in the country, while other tests are developed for a specific state, such as the Massachusetts Comprehensive Assessment System (MCAS), and the Texas Assessment of Academic Skills (TAAS).

The finding that family financial support enhances academic achievement in the form of test scores is consistent with other research on the impact of the EITC showing impacts on later outcomes such as college enrollment.