In fact, these skills facilitate better performance
on achievement tests despite treated children performing no better on IQ tests.
Not exact matches
Thus the NRC mantra, repeated with slightly different wording throughout the report: «
Despite using them for several decades, policymakers and educators do not yet know how to use
test - based incentives to consistently generate positive effects
on achievement and to improve education.»
What they saw was sobering but not surprising:
Despite attempts to close
achievement gaps between students of color, immigrant students, and low - income students and their more affluent white peers, wide disparities persisted in student performance
on state
tests, graduation rates, school attendance, and college - going rates.
Since about 1970, the
achievement levels of U.S. students
on the reading and math
tests of the National Assessment of Educational Progress (NAEP) have remained largely flat
despite massive financial and other efforts to improve them.
Eric Hanushek, joined by nationally recognized school finance lawyer Alfred Lindseth: Since about 1970, the
achievement levels of U.S. students
on the reading and math
tests of the National Assessment of Educational Progress (NAEP) have remained largely flat
despite massive financial and other efforts to improve them.
Research has focused predominantly
on how teachers affect students»
achievement on tests despite evidence that a broad range of attitudes and behaviors are equally important to their long - term
Approximately nine months ago she was asked to resign her teaching position by the district's interim superintendent — Dr. Michael Rivera — due to her students» low
test scores for the 2013 - 2014 school year, and
despite her students exceeding expectations
on other indicators of learning and
achievement.
Despite high levels of poverty in their communities, these schools have sustained improvements
on multiple measures of student success (
achievement test scores, graduation rates, attendance rates, and behavior measures); and national and state organizations have recognized and honored them for their
achievements.
In his cross-examination, Marcellus McRae, took aim at Seymour's assertion that the district didn't use
test scores to make employment decisions
on teachers and that
despite the district's innovative policies,
achievement gaps between ethnic groups persisted.
Further, student
achievement in the 18 high - stakes
testing states has not improved
on a range of measures, such as the National Assessment of Educational Progress,
despite higher scores
on the states» own assessment.»
Measuring Academic Performance: The Case for Focusing
on Grades
Despite all the attention to standardized
tests, a growing body of research shows that
achievement test scores are not strong predictors of whether students will graduate from high school or college.
High school graduation rates are at an all - time high at over 80 percent (see Chapter 1: Student
Achievement).7 8 9 Research on NCLB's accountability provisions has shown modest effects on school performance, particularly in schools seeking to avoid a first year of missing AYP or in schools facing the severest penalties.10 Despite this progress, however, high school test scores are flat, achievement gaps persist, and many low - performing schools are not
Achievement).7 8 9 Research
on NCLB's accountability provisions has shown modest effects
on school performance, particularly in schools seeking to avoid a first year of missing AYP or in schools facing the severest penalties.10
Despite this progress, however, high school
test scores are flat,
achievement gaps persist, and many low - performing schools are not
achievement gaps persist, and many low - performing schools are not improving.
It seems to me that
despite all their bragging about their fine performance
on international
tests and NAEP
tests, it's not likely that Massachusetts» teachers, or their curriculum, or their assessments are the basis of their outstanding
achievements in reading and mathematics.
As a group, these largely Hispanic students have persistently scored significantly lower than their white peers
on standardized
tests like the National Assessment of Educational Progress (NAEP), known as the nation's report card,
despite increased attention to this «
achievement gap.»
Children living in poverty have lower scores
on standardized
tests of academic
achievement, poorer grades in school, and lower educational attainment.2, 3 These patterns persist into adulthood, ultimately contributing to low wages and income.4, 5 Moreover, increased exposure to poverty in childhood is tied to greater deficits in these domains.6, 7
Despite numerous studies demonstrating the relationship between family resources and children's educational outcomes, little is known about mechanisms underlying the influence of poverty
on children's learning and
achievement.