Sentences with phrase «on achievement tests when»

For one thing, economists have concluded that students earn higher scores on achievement tests when their teachers have more opportunities to work with effective teaching colleagues.

Economists using sophisticated statistical methods have found that students score higher on achievement tests when their teachers have opportunities to work with colleagues over a longer period of time and share their expertise with one another (Jackson & Bruegmann, 2009).

Not exact matches

When discussing student performance on achievement tests, Barton notes that private or religious schools account for a disproportionately high number of National Merit Scholars and says that is because «one school utilizes religions principles and one does not.»

Consistent with the Wisconsin evidence, parallel studies in Colorado and Maryland found that weather - related differences in the number of days students had spent in school when they were tested had noticeable effects on their achievement.

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.

It involves awarding points, badges and achievements when learners do certain things (such as complete a piece of learning or get full marks on a test) and it works to reinforce the learning and motivate them to continue learning more.

When compared with such crude indicators, the combination of student achievement gains on state tests, student surveys, and classroom observations identified teachers with better outcomes on every measure we tested: state tests and supplemental tests as well as more subjective measures, such as student - reported effort and enjoyment in class.

As a consequence, students» performances on this type of instructionally insensitive test often become dependent on the very same SES factors that compromise the utility of nationally standardized achievement tests when used for school evaluation.

When asked how American students rank among developed countries on international tests of student achievement, their responses are, on average, very close to our actual ranking.

The authors suggest that other states learn from «the danger of relying on statewide test scores as the sole measure of student achievement when these scores are used to make high - stakes decisions about teachers and schools as well as students.»

«When Money Matters,» a report of a national study released in 1997 by the Educational Testing Service (ETS), determined that spending money on smaller classes has a greater impact on math achievement than spending on administration, school buildings, or hiring teachers with advanced degrees.

The experts» handiwork received a pat on the back recently when the American Institutes for Research (AIR) showed that NAEP's definition of «proficiency» was very similar to the standard used by designers of international tests of student achievement.

When they speak of «achievement» or «performance,» they mean higher scores on standardized tests.

The most striking finding was that charter — high school attendance may positively affect the chance that a student will graduate and go on to college — two critical outcomes that have not been examined in previous research — suggesting the need to look beyond achievement - test scores when measuring the effectiveness of charter schools.

The suit filed in state Supreme Court in Albany by the STA and about 30 city teachers, and supported by New York State United Teachers, argues SED did not properly account for the devastating effects of student poverty on achievement when it set growth scores on state tests in grades 4 - 8 math and English Language Arts.

As well, CT showed larger effects on the mathematics achievement of special need students than that of general education students, the positive effect of CT was greater when combined with a constructivist approach to teaching than with a traditional approach to teaching, and studies that used non-standardized tests as measures of mathematics achievement reported larger effects of CT than studies that used standardized tests.

For example, parents of a gifted fourth grader who achieves at a sixth grade level on nationally normed achievement test may be told those results are irrelevant as the fourth graders in this district are «really» sixth graders when they take a nationally normed test.

Whether parents work one - on - one with students who need help with reading or grade math worksheets as part of an enrichment program, groups can make a difference in student achievement while motivating students to do their best when it's time for the test.

• More fulfilled and dedicated in and to their profession • They center teaching around the student • Willing to meet the needs of their students through new methods • Able to persist when things don't go as planned • Able to perceive their student's learning levels • More frequent in offering assistance to students with learning problems and to help them become more successful • Less likely to submit students with learning problems for special services • Able to set higher goals and expect more from students • Work longer with students who are falling behind • Able to teach students in such a way that the students outperform other classes • A predictor of success for students on the Iowa Test of Basic Skills, the Canadian Achievement Test, and the Ontario Assessment Instrument Pool (Trull, 2004)

When the majority of time spent by teachers and students is on standardized tests, our assessment practices are top - heavy and achievement is often shaky.

From January to April, when delivering professional development to help close achievement gaps, in recent years we have focused on strategies such as studying and test taking skills, fluency, vocabulary development, writing and rewriting, and even for some students meta - cognitive strategies to help them understand their own learning process.

This is important because the research found a link between professional community and higher student scores on standardized math tests.25 In short, the researchers say, «When principals and teachers share leadership, teachers» working relationships with one another are stronger and student achievement is higher.

«As sure as night follows day when there is an opportunity to celebrate the achievements of young people and the hard work and commitment of teachers the obsessive opponents of the tests step forward to undermine and cast doubt on the whole process.»

A recent Stanford study on achievement gaps shows that African - Americans perform worse academically when it comes to standardized tests, class work, attendance and enrollment in honors, Advanced Placement (AP) and college classes.

They are blamed when achievement scores are down and ignored when test scores are up; even in New York City, the nation's largest school district, where classes begin on Sept. 8.

The Wallace Foundation has produced study results indicating that when, (a) principals focus their efforts on improving instruction, (b) teachers trust the principal, and (c) the principal works to develop shared leadership within the building, higher scores on standardized tests of achievement result.

At a time when a recent report shows that teachers are less satisfied with their jobs than they have been in decades, Mieliwocki acknowledged the challenges that the profession faces and the narrow focus on student achievement and teacher evaluations as measured by standardized tests.

The latest results on the most important nationwide math test show that student achievement grew faster during the years before the Bush - era No Child Left Behind law, when states were dominant in education policy, than over the years since, when the federal law has become a powerful force in classrooms.

We find that the estimated gaps are strongly associated with the proportions of the test scores based on multiple - choice and constructed - response questions on state accountability tests, even when controlling for gender achievement gaps as measured by the NAEP or NWEA MAP assessments, which have the same item format across states.

When «achievement» is narrowly defined as predominantly based on test scores, the curriculum narrows and cheating is becomes rampant.

At least since 2001, when No Child Left Behind set strict student achievement benchmarks based on standardized tests, teachers have had reason to fear data.

When asked what should determine teacher pay, 86 percent said a teacher's education and training should be either the most important or an important factor, followed by 77 percent who said their students» achievement and progress on a range of measures including standardized tests, classroom observations and parent feedback; 77 percent said whether the teacher is at a low - performing school where students need the most help; 64 percent who said students» achievement and progress on standardized tests; and 57 percent who said seniority in the number of years of classroom teaching experience.

Even when they don't achieve good grades, they tend to score high on achievement tests, most often in the 95 - 99 percentile range.

While the law took us a step forward by requiring schools to disaggregate achievement data and produce evidence that students were learning, it took us several steps backward when that evidence was reduced to how well a student performs on a standardized test.»

«Research has shown that when educators are pressured to raise scores on conventional achievement tests, some improve instruction, while others turn to inappropriate methods of test preparation that inflate scores,» they wrote in the Feb. 5, 2008, memo.

In terms of students» achievement on international assessments, what attributes are worth considering when we analyze the discrepancies of tests results across nations?

Arne Duncan, when he was Secretary of Education, spoke about the achievement of South Korean students, as measured by standardized tests, and advocated that the United States follow the South Korean approach to education so that our students can achieve as the South Korean students do on those standardized tests.

I discovered the link between poverty and achievement on standardized tests many years ago when working at a state education agency.

No standards can close the achievement gap, especially when that gap is measured by scores on standardized tests.

Our results provide a clear example that caution is needed when interpreting estimated teacher effects because there is the potential for teacher performance to depend on the skills that are measured by the achievement tests.

When states design high school graduation policies, a multiple - measures policy can help them avoid defining achievement narrowly as performance on one test.

But when the researchers compared California schools districts, based on their English learners» standardized test scores and mastery of English proficiency, and then followed up with site visits and interviews with administrators, they discovered that many of the most successful districts viewed the Common Core as a means to higher achievement for these students, and used strategies in line with its goals to achieve their good results.

Denver students» achievement, as measured by Colorado Measures of Academic Success (CMAS) scores, increased for nearly every group of students since 2015 when the tests were first administered (there has been some stagnation and declines for students on Individual Education Programs (IEPs) in some subjects).

But the picture looks different when you compare their data on state achievement tests and the National Assessment of Educational Progress to scores on PISA exams.

When children have the skills to listen, calm down, empathize with others, and solve problems, they can focus more on their studies — in fact, a recent CASEL study showed that students who receive SEL instruction improved an average of 11 percentile points on standardized achievement tests.