Sentences with phrase «program on the achievement test»

Not exact matches

Most evaluations of early education programs show that such programs improve children's school readiness, specifically their pre-academic skills, although the distribution of impact estimates is extremely wide, and gains on achievement tests typically fade over time.

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.

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.

To the extent the program involves student achievement, it bases awards on «student learning objectives» as «created by individual teachers, with the approval of site - based administrators»; these objectives «will be measured by a combination of existing assessment instruments, and teacher designed tools,» as well as by state standardized tests.

Up to eight states would be authorized to conduct demonstration programs testing whether state control of Head Start actually leads to better coordination of preschool programs, greater emphasis on school readiness, improvement in poor children's preschool test scores, and progress in closing the achievement gap between poor and advantaged students.

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.

Classrooms or schools have been used by Len Jason and his colleagues on tests of programs for transfer students, in Leanard Bickman's admirable but aborted trials on teacher - incentive programs in Tennessee, and in Sheppard Kellam's Baltimore studies on mental health and children's achievement.

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.

Among many influential projects conducted under the auspices of EdLabs, Fryer has developed and implemented programs to test the impact of incentives on student achievement, teacher pay - for - performance concepts, and an effort to apply charter - school practices to a district turnaround school in Houston.

What is clear, however, is that both Catholic schools and voucher programs for low - income families show stronger effects on students» educational attainment than on their achievement as measured by standardized tests.

Results of the Student Achievement Guarantee in Education, or SAGE, program showed that between 1996 - 97 and 1998 - 99, 1st, 2nd, and 3rd graders in 30 public schools performed better on the Comprehensive Tests of Basic Skills than did students in bigger classes.

Research has shown that after - school programs focused on social and emotional development can significantly enhance student self - perceptions, school connectedness, positive social behaviors, school grades, and achievement test scores, while reducing problem behaviors (Durlak et al., 2010).

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 students showed gains on achievement tests after one year in the choice program, researcher Valerie Martinez of the University of Texas found that their families also had stronger educational backgrounds than those not in the program.

The achievement effects of choice programs after just one or two years may well turn out to be misleading indicators of the longer - term effects on test scores and attainment.

As a result of our findings of no consistent statistical association between the achievement and attainment effects in school choice studies we urged commentators and policymakers «to be more humble» in judging school choice programs or schools of choice based solely or primarily on initial test score effects.

Only one study, conducted by Jay Greene and Marcus Winters and focusing on the D.C. voucher program, found that voucher competition had no effect on the test scores of non-participants, while no empirical study of acceptable rigor has found that a U.S. private - school - choice program decreased the achievement of public school students.

That study, while reporting negative achievement effects for participants in Ohio's largest voucher program, also found that students remaining in public schools performed higher on tests, owing to program - induced competition.

Due to this general disconnect between achievement and attainment effects of choice programs and, in a few cases in our sample, individual choice schools, we caution commentators and regulators to be more humble and circumspect in judging school choice programs and schools of choice based solely on their test score effects.

The legislation also, as Layton reported, «require states to intervene with «evidence - based» programs in schools where student test scores are in the lowest 5 percent, where achievement gaps are greatest, and in high schools where fewer than two - thirds of students graduate on time.»

The occasion is the triennial release of global scholastic achievement rankings based on exams administered by the Program for International Student Assessment, or PISA, which tests students in 65 countries in math, science, and languages.

All three studies achieved very high response rates on all data collections, whether teacher surveys, classroom observations, collection of teachers» scores on college entrance exams or precertification exams, student achievement tests, collection of student data from district administrative records, principal surveys, or interviews with program officials.

The results of such an analysis allow us to reality - test the broad cautions voiced by the Friedman Foundation, the Cato Institute, and others — in particular their warning that holding schools to account for student achievement (especially via conventional state testing programs) will surely cause them to turn their backs on such programs and thus leave needy children without good educational options at all.

Poring over school records, he noted a pattern of significantly higher scores on tests of academic achievement and cognitive ability, including IQ tests, up to four years after the program's end.

Contemporary accountability policies have created the added expectation that districts will differentiate support to schools on the basis of achievement results from state testing programs and other accountability measures, with particular attention to be given to schools where large numbers of students are not meeting standards of proficiency.

Marisa Castellano and Kirsten Sundell, co-principal investigators of the Rigorous Tests of Student Outcomes in CTE Programs of Study project, are wrapping up the fourth and final year of data collection for their study of the effects of POS / career pathways on student academic and technical achievement.

Evidence is mixed at best about the impact of large - scale state and district testing programs on student achievement.

I believe there has always been a concentration on student achievement in the classroom as evidenced by the data provided by state testing programs.

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.

Program completers have gone on to increase student retention, improve test scores, and narrow the achievement gap in CPS schools.

Promisingly, researchers have found that it is possible to orient students toward positive learning mindsets through low - cost interventions, including online programs that teach students about growth mindsets and purpose.29 According to Carol Dweck and her colleagues, ``... educational interventions and initiatives that target these psychological factors can have transformative effects on students» experience and achievement in school, improving core academic outcomes such as GPA and test scores months and even years later.»

And a new study from the National Center on Performance Incentives at Vanderbilt University — although not studying the important question of whether teachers who receive high scores on TAP evaluations tend to produce greater gains in their students» test scores — found that a small sample of secondary schools using TAP produced no higher levels of student achievement than schools that hadn't implemented the TAP program.

During middle school, for example, students from elementary schools that had implemented the Developmental Studies Center's Child Development Project — a program that emphasizes community building — were found to outperform middle school students from comparison elementary schools on academic outcomes (higher grade - point averages and achievement test scores), teacher ratings of behavior (better academic engagement, respectful behavior, and social skills), and self - reported misbehavior (less misconduct in school and fewer delinquent acts)(Battistich, 2001).

Interestingly, achievement benefits of private school choice appear to be somewhat larger for programs in developing countries than for those in the U.S. Wolf explains, «Our meta - analysis avoided all three factors that have muddied the waters on the test - score effects of private school choice.

TESTING AND ACCOUNTABILITY — Provides information on student academic achievement and program requirements.

A former preschool teacher and school board member, Murray went on to address areas of the law that are not effective for many of our nation's students, suggesting greater efforts to close the achievement gap, especially among students in underserved communities; to reduce redundant and unnecessary testing; focus on preparing students for college and their career; ensure accountability; and also expand access to preschool programs.

Instead of relying on intelligence and achievement test scores solely for identification, multiple criteria would be used, including more non-traditional measures such as observing students interacting with a variety of learning opportunities (Passow & Frasier, 1996) it is a belief of many in the field of gifted education that new conceptions of giftedness and a new paradigm for identifying and selecting students will help minority and disadvantaged students become more represented in gifted programs (VanTassel - Baska, Patton, & Prillaman, 1991; Ford, 1996).

During the past nine years, Dr. Brotman has developed and tested a new program known as ParentCorps, which has shown recently showcased in the media based on its preventive effects on aggressive behaviors and achievement test scores.

Combatants on both sides of that fight could claim a measure of validation from the new research: Advocates of school choice who argue that it isn't fair to judge voucher programs based on test results from a student's first year in private school, given that it takes children time to adjust to a new environment, and critics who say vouchers drain funds from public schools without improving student achievement.

Studies of students who attend high - quality programs for a significant period of time show improvements in academic performance and social competence, including better grades, improved homework completion, higher scores on achievement tests, lower levels of grade retention, improved behavior in school, increased competence and sense of self as a learner, better work habits, fewer absences from school, better emotional adjustment and relationships with parents, and a greater sense of belonging in the community.

In an effort to settle the case, the district and its teachers» union reach agreement on an evaluation program that factors in standardized test scores as well as Academic Growth over Time, a mathematical formula used to measure student achievement.

The Student Success Program (SSP) provides targeted support to Tier 3 students (designation for students failing grade - level targets on state tests and site - based achievement levels).

A study in one major metropolitan school district found that students participating in the PATHS program * in grades 3 through 6 were more likely to achieve basic proficiency on their state's achievement tests in reading (grade 4), math (grade 4), and writing (grades 5 and 6), compared to students who received limited SEL instruction.

If the exceptional talent is in a non-academic area such as music or art, the children may not be identified as gifted by the school because most testing for gifted programs is based on academic ability or achievement.

Varsity Tutors provides intensive 4 and 6 week test prep programs for Texas students, helping them achieve new levels of achievement on the state standardized exams.

The goal is to test the following: If an urban district, and its principal training programs, provide a large number of talented aspiring principals with the right pre-service training and on - the - job support, the result will be a pipeline of principals able to improve teacher quality and student achievement, especially in schools with the greatest needs.

Thus it is not only unfair to judge a teacher based on test scores, but also ineffective — research has shown that test - based incentive programs do not lead to improvement of student achievement.

Some work in more affluent school districts and have greater autonomy to create individual programs, yet still are accountable for students» learning and their performance on high - stakes achievement tests.

And, Fletcher said, the program's key measure of student achievement — known as Academic Growth Over Time — is based on state standardized tests that will be phased out in the next few years as California moves toward a new national curriculum and assessments.

Countless research studies have shown certified school librarians who's program is supported by needed resources are a significant factor on student's learning and achievement on high stakes tests.