Sentences with phrase «programs on student test scores»

While the jury is still out on the effects of these programs on student test scores, there is significant evidence that they positively influence how far students continue in their schooling.

Two recent experimental evaluations of the Louisiana Scholarship Program found negative effects of the program on student test scores but one study was limited to just a single year of outcome data and the second one (which I am leading) has only analyzed two years of outcome data so far.

Not exact matches

While unions have said they worry that teachers could be unfairly judged based on their students» test results, the scoring for students and teachers is quite different — students get an objective standardized test score, while teachers are evaluated under multipart programs that are developed by local teachers unions and school leaders.

College students who traveled to England for a summer study program had higher creative thinking test scores compared to students who stayed on campus.

Students who attend five charter schools in the San Francisco Bay area that are run by the Knowledge Is Power Program, or kipp, score consistently higher on standardized tests than their peers from comparable public schools, an independent evaluation of the schools concludes.

The contractor then extracts information on each student's demographic characteristics, enrollment, test scores, and certification for and participation in various programs such as free and reduced - price lunch, special education, and English - language services.

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.

A comparison to three classes with students from the same schools showed that students participating in the gardening project had higher science test scores, as measured by pretest and posttest scores on a science test developed for the program.

In the first year of the program, the bonus program boost to math scores was, by our estimates, 3.2 points on the New York state test, or 0.08 student - level standard deviations.

As test - preparation materials leap off the printed page and onto the Web, an increasing number of states and districts are turning to online test - prep programs to help raise student scores on high - stakes assessments, Advanced Placement tests, and college - entrance exams.

Their system reflects Finnish ideals and builds on Finnish strengths, and their students score at the top of international tests like PISA (Program for International Student Assessment) and TIMSS (Trends in International Mathematics and Science Study).

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.

We found no evidence, however, that the teachers to whom students in the G&T program were assigned were any more effective, as measured by their impact on student test scores.

After analysts at the National Center on Performance Incentives (NCPI) reported no positive effects on student test scores, the Dallas Morning News declared the program a failure.

It has such programs for transportation, reimbursement for high - cost special education students, early - childhood education, literacy programs, kindergarten - development grants, support for students scoring low on state tests (the Massachusetts Comprehensive Assessment System), and school construction assistance.

In The Education Gap: Vouchers and Urban Schools (Brookings, 2002), we and our colleagues reported that attending a private school had no discernible impact, positive or negative, on the test scores of non-African-American students participating in school voucher programs in Washington, D.C., New York City, and Dayton, Ohio.

Since NCLB, there has been increased pressure on such programs to prove their relevance in education by quickly improving students» grades and standardized test scores.

In most cases, he argues, claims of effective reforms are based on either a misanalysis of test scores or the selection of advantaged students into reform programs.

Under the changes being proposed to the state's A + school accountability program, Florida's annual school - by - school letter grades would be based on longitudinal data — that is, looking at how students» test scores increase or decline as they proceed through school over several years.

Under this program, tens of thousands of students were required to attend summer school, thousands who did not master basic skills were held back rather than being promoted as was traditional in most school systems, and more than 100 schools were put on probation for low test scores.

Two experimental studies of the Charlotte privately - funded scholarship program, here and here, reported clear positive effects on student test scores but were limited to just a single year after random assignment.

Writing for Chalkbeat, Dylan Peers McCoy describes how one of the nation's largest school voucher programs has changed the private schools that participate, leading them to focus more intensely on student test scores.

Los Altos says that among the 7th graders who used the program in 2010 — 11 — all remedial students — 41 percent scored «proficient» or «advanced» on the California Standards Test compared to 23 percent the year before.

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.

Indeed, Robert Brennan of the University of Iowa (who directs the Iowa testing programs), the psychometrician who said «no» and voted with the minority, wrote, «Crucial evidence from prediction studies does not support a conclusion that scores on College Board standardized tests administered with extended time to disabled students are comparable to scores on the same tests administered to nondisabled students without extended time.»

Specifically, for students who had attended public schools deemed to be failing before the students took part in the voucher program — a high - priority target for the D.C. Opportunity Scholarship Program — the new federal study shows no statistically significant impacts on their test program — a high - priority target for the D.C. Opportunity Scholarship Program — the new federal study shows no statistically significant impacts on their test Program — the new federal study shows no statistically significant impacts on their test scores.

A 1999 study by the Center for Research in Educational Policy at the University of Memphis and University of Tennessee at Knoxville found that students using the Co-nect program, which emphasizes project - based learning and technology, improved test scores in all subject areas over a two - year period on the Tennessee Value - Added Assessment System.

For each six - hour day teachers in the 130,000 - student Duval County district, which includes Jacksonville, took part in the program offered by the Schultz Center for Teaching and Leadership, student scores on state tests rose by half a point.

May 8, 2018 — Last year Congress repealed a federal rule that would have required states to rank teacher - preparation programs according to their graduates» impact on student test scores.

Student scores on basic - skills tests have improved in 12 of 17 New Jersey schools experimenting with the «effective schools» program, according to a new state report.

We examine an intervention designed to expand Hispanic students» college exposure: the National Hispanic Recognition Program (NHRP), a College Board initiative that identifies top - performing Hispanic students based on their 11th - grade Preliminary SAT / National Merit Scholarship Qualifying Test (PSAT / NMSQT) scores.

Having a teacher from a good program rather than an average program will, on average, raise a student's test scores by 1 percentile point or less.

They proclaimed in a front - page banner headline that the students in the English immersion programs showed test scores 20 percent, 40 percent, and even 100 percent higher, depending on grade and subject level, than the students in bilingual programs.

In the program's first year, the bonus program boost to math scores was 3.2 points on the New York state test, or 0.08 standard deviations, in schools with small cohorts of teachers with tested students (approximately ten or fewer such teachers in elementary and K - 8 schools and five or fewer such teachers in middle schools).

The study used both standardized test scores and surveys of parents and students to evaluate the effect of the scholarship program on both academic performance and student and parental satisfaction.

The Beaverton School District did just that four years ago when it started Summa Options, a program of advanced curriculum for students who score in the 99 percentile on standardized reading and math tests or a test of cognitive ability.

The same program in recent years has generally not shown positive effects on students» test scores.

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).

The study, led by Jerome Johnston of the Institute for Social Research at the University of Michigan, found that high school students at «exemplary» Channel One schools — defined as schools where teachers make good use of the 12 - minute daily show's content — scored 5 percent better on current - events tests than students at control high schools, where the program was not used.

The recently released study of the program examines its effects on test scores for students that have used vouchers for one, two, three, or four years.

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).

To analyze the program's impact on public schools, we collected school - level test scores on the 2001 - 02 and 2002 - 03 administrations of the FCAT and the Stanford - 9, a national norm - referenced test that is given to all Florida public school students around the same time as the FCAT.

That report, Dick and Jane Go to the Head of the Class, contends that data from those three studies indicate that students in schools with strong library media programs learn more and score higher on standardized tests than do their peers in schools with less adequate library facilities.

Delaware Department of Education Deputy Officer Donna Mitchell will share insights into how the program contributed to a 16 — 20 % increase in the number of students who scored «proficient» on state tests.

«It is, quite simply, ludicrous,» she said, «to propose evaluating teacher preparation programs based on the performance [test scores] of the students taught by a program's graduates.»

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.

For a brief period, states were required to rank their teacher education programs based in part on how much their graduates were boosting student test scores.

All week I've been digging into a recent AEI paper that reviews the research literature on short - term test - score impacts and long - term student outcomes for school choice programs.

Studies suggest that 1:1 programs slightly improved students» writing and seemed to improve students» skills in using digital tools; there was some evidence that 1:1 programs very slightly improved students» scores on high - stakes tests.

Our data included each student's answers on each year's test; which school and classroom each student was in; each student's previous and future test scores; and demographic variables including each student's age, sex, race, and eligibility for the federal school lunch program, a widely used proxy for family income.