Sentences with phrase «on achievement test scores»

A similar finding came from «The Effects of Summer Vacation on Achievement Test Scores: A Narrative and Meta - Analytic Review» by H.

The seeming contradiction between the lack of persistence of value - added on achievement test scores and the significant impacts on adult outcomes frames an important puzzle for future research.

The effects of summer vacation on achievement test scores: A narrative and meta - analytic review.

Not exact matches

In contrast, parents who value a performance orientation, focus on their student's achievement as mainly measured by grades and test scores — the need to score better than others in order to succeed.

With our culture and our nation's emphasis on high academic achievement, the perception that in order to get into college kids need straight As and perfect test scores, increased course work and more complex curricula, teachers are feeling the pressure to cover more material, and to prepare kids for the next grade.

If you only praise your child for getting 100 on a test, or for scoring the most goals in the game, your child may think your love is conditional on high achievement.

Last school year, more than 4,600 CPS students scored below the 24th percentile on a portion of the Illinois Standards Achievement Test and were required to attend summer school before moving to the next grade level.

Breastfed children had higher mean scores on tests of cognitive ability; performed better on standardized tests of reading, mathematics, and scholastic ability; were rated as performing better in reading and mathematics by their class teachers; had higher levels of achievement in school - leaving examinations; and less often left school without educational qualifications.

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 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, 0.59On 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, 0.59on 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).

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

By contrast, achievement scores on the Woodcock Word, Passage, and Reading Comprehension tests were higher for breastfed than for bottle - fed children (Table 4).

The state was prepared to use part of its federal Race to the Top money to pay Wireless Generation to develop software to track student test scores, achievement and so on, creating a system similar to the Achievement Reporting and Innovation System, or ARIS, that it developed for the ciachievement and so on, creating a system similar to the Achievement Reporting and Innovation System, or ARIS, that it developed for the ciAchievement Reporting and Innovation System, or ARIS, that it developed for the city schools.

The Success network is known for its students» high achievement on state tests, and it emphasizes getting — and keeping — scores up.

Students» self - reported emotions were measured by questionnaires, and their achievement was assessed by year - end grades and scores on a math achievement test.

Not surprisingly, the more teachers believed they could make a difference, the better both black and white students scored on achievement tests.

Furthermore, immigrant children who were learning English and participated in the intervention had achievement scores on those state tests that were nearly as high as the achievement scores of classmates who were proficient in English.

The improved scores were impressive enough to lead several states and other major school districts, including New York, to adopt elements of the Chicago Public Schools (CPS) policy — making student progress toward the next grade dependent on demonstrated achievement on standardized tests.

The study by the Educational Policy Institute, released Aug. 11, examined the scores on the Stanford Achievement Test 9 or 10 given to 1,800 5th graders at 24 KIPP schools in the fall of 2003, and again in either...

Although there were some small - scale random - assignment experiments of the effects of desegregation on test scores, most of what we know today concerns the relationship between a school outcome such as achievement on the one hand, and racial composition on the other.

Students in the experimental group scored significantly higher on the science achievement test compared to students in the control group.

Tenth - grade earth science students who engaged in PBL earned higher scores on an achievement test as compared to students who received traditional instruction (Chang, 2001).

For admission, they must score at an 8th - grade level on standardized reading and math tests (the Richmond Tech PLC raised that to 9th grade because it had so many applicants), pass an interview, and sign an achievement contract that also commits them to attend a daily meeting called Morning Motivation.

For instance, data may show that the students who pass through one teacher's class consistently score lower on state achievement tests than the students in another teacher's class.

Perhaps it's because white students score higher on achievement tests and graduate at substantially higher rates that many of the loudest voices in this debate aren't troubled by asking for patience and time to get things exactly right before proceeding.

Even if we ignore the fact that most portfolio managers, regulators, and other policy makers rely on the level of test scores (rather than gains) to gauge quality, math and reading achievement results are not particularly reliable indicators of whether teachers, schools, and programs are improving later - life outcomes for students.

This strategy should raise their standardized test scores, since researchers estimate that «85 percent of achievement test scores are based on the vocabulary of the standards.»

There is precious little research demonstrating the value of school counselors on student achievement ~ with good reason it is difficult to demonstrate the impact of counselors on standardized test scores ~ which have come to define achievement in recent years.

U.S. Secretary of Education Arne Duncan has released broad principles for renewing the Elementary and Secondary Education Act that seek to address perennial complaints that the law's current version — the No Child Left Behind Act — is inflexible and focuses too narrowly on student test scores to get a picture of a school's achievement.

Achievement: Student groups currently scoring below benchmark (scale scores below 750 on current state tests) will be expected to close the gap to 750 by 25 percent within 5 years.

Opened by two teachers in 1994 and named Time magazine's «Elementary School of the Year» in 2001, the school reports that its scores on the Stanford Achievement test have jumped 97 percent since 1997.

Rick Hess and Paul Peterson, for example, have compared state cut scores for proficiency on their state tests to results on the U.S. Department of Education's National Assessment of Educational Progress (NAEP) to show that the level of achievement required to be declared proficient in many states has been dropping over the last decade.

This issue's research section offers a first - of - its - kind study examining the impact of instructor quality on student achievement in the higher education sector — finding that students taught by above - average instructors receive higher grades and test scores, are more likely to succeed in subsequent courses, and earn more college credits.

Researcher: Nation's Future Depends on Raising White, Nonwhite Test Scores Observer & Eccentric, August 21, 2011» «If we can't make it happen, we may have already peaked as a nation,» said [Senior Lecturer] Ronald Ferguson, faculty co-chair and director of the Achievement Gap Initiative at Harvard.»

In 1999, Michigan increased the reward for good academic performance by offering the Michigan Merit Award, a one - year $ 2,500 scholarship for any student who scores at Level I or Level 2 on the Michigan Educational Achievement Program (MEAP) tests in reading, mathematics, science, and writing.

• There was a widespread, well - justified concern that prior accountability measures based primarily on achievement levels (proficiency rates) unfairly penalized schools serving more disadvantaged students and failed to reward schools for strong test score growth.

Based on a randomized controlled trial with 78 secondary school teachers and 2,237 students, MTP - S improved student achievement test scores in the year following its completion, equivalent to moving the average student from the 50th to the 59th percentile.

The matrix converts scores on standardized tests — the Stanford Achievement Test for English - speaking students and the Aprenda exam for Spanish - speaking students with limited English proficiency — scores on the Naglieri Nonverbal Ability Test (NNAT), average course grades, teacher recommendations, and indicators for socioeconomic status into an overall index score.

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.

Students who attend middle schools at risk of dropping out of high school As compared to students in K - 8 elementary schools, middle school students also score lower on achievement tests.

They emphasized that, while many people might think closing the gap is impossible, black - white test scores, evolving research on intelligence development, and motivation as a nation are all indicative that a future without the achievement gap may exist.

When states set the bar too low — by setting a low cut - score to demonstrate proficiency on a state test — it conveys a false sense of student achievement to kids, parents and teachers This website will help parents see how their states are doing and what they can do to get involved.

However, many education researchers speak and write as though they accept certain contingency - free causal connections — for example, that small schools are better than large ones; that time on task raises achievement; that summer school raises test scores; that school desegregation hardly affects achievement; and that assigning and grading homework improves achievement.

As is well known, the economic benefits of a college education have risen dramatically during the past quarter century, and substantial evidence shows that students with good grades or high scores on achievement tests tend to pursue more education.

Recalling that black students have the lowest scores on both the reading and math tests, one can see that these results can be interpreted as the effects of peer achievement.

For example, a student who begins the year at the 50th percentile on the state reading and math test and is assigned to a teacher in the top quartile in terms of overall TES scores will perform on average, by the end of the school year, three percentile points higher in reading and two points higher in math than a peer who began the year at the same achievement level but was assigned to a bottom - quartile teacher.

An analysis of test score gains made by students in 49 countries which was published in Ed Next last year found that students in the U.S. were not on track to close the global achievement gap.

Student achievement at schools operated by the Bureau of Indian Affairs as measured by scores on standardized tests is considerably lower than that of public schools, according to a report by the federal General Accounting Office.

The district's scores on the California achievement test hit record highs during his brief stint.