Effective social - emotional learning (SEL) is a transformative and evidence - based educational process that teaches children, from pre-k through 12th grade, the mental skills that will significantly reduce emotional stresses that lead to violence and addiction, improve problem - solving skills, enhance empathy,
raise academic test scores and increase resiliency.
This program utilizes some of the most accessible, engaging novels in young adult literature to elevate literacy levels and
raise academic test scores.
To form a long - term plan to combat both violence and substance abuse in a serious way, and
raise academic test results, we should make certain that:
Not exact matches
Meanwhile, as many schools are feeling top - down pressure to
raise test scores, research demonstrates that when it comes to predicting life - long success, other factors may outweigh
academic knowledge.
And the evidence on the importance of teacher
academic proficiency generally suggests that effectiveness in
raising student
test scores is associated with strong cognitive skills as measured by SAT or licensure
test scores, or the competitiveness of the college from which teachers graduate.
In what became known as the «excellence movement,» states like Massachusetts, North Carolina, and Virginia took steps to
raise and refine
academic standards and introduce more reliable standardized
testing.
Beginning in the late 1980s, Shanker pushed hard for state and federal legislation to
raise academic standards, and he kept the pressure on for educational
testing and consequences for poor performance.
For all of the talk about «
raising standards» and implementing «high stakes
testing,» the United States is an outlier among developed nations when it comes to holding students themselves to account, and linking real - world consequences to
academic achievement or the lack thereof.
His vision, outlined in a speech to a Little Rock civic group earlier this month, calls for
raising academic standards by requiring more rigorous course requirements for graduation, linking teacher pay
raises to student performance, and restructuring the state's accountability system to include annual spring
testing.
Lastly, NCLB «s promise of a substantial increase in student
academic achievement has not been materialized, and the law's pressure on teachers to
raise test scores has backfired into resentment of federal involvement in schooling.
2) High - stakes
testing doesn't
raise academic achievement and harms children and their education — why increase such
testing?
The Whole Child, Whole Person Summit will
raise awareness for the need for education systems and schools to use a different methodology that expands the definition of
academic achievement beyond content mastery and
test scores.
Explains how the real aims of education have been lost in the current push to
raise test scores through what Dr. Armstrong calls «the
academic achievement discourse.».
At Roberts, an alternative high school in Salem, Oregon, the focus is not only on boosting
test scores but also on
raising up the whole student — and the result is that
academic success follows.
NCSECS advocated and helped influence the law including a provision
raising the bar a bit higher to ensure high standards for special education students by limiting their participation in
tests based on alternate (lower)
academic achievement standards to 1 % of students
tested (and not just limiting the reporting of their scores on such
tests, as was done under NCLB).
How do we reengage the public to see that
raising academic standards,
testing students according to those standards, and having some consequences for the results are important concepts?
Hardy's goals for the
academic year are lofty: improve school culture, lower disciplinary infractions, and
raise test scores.
According to the National Education Association (2015), parental involvement, or family engagement, increases the likelihood that students will
raise grade point averages and earn higher
test scores, and attrition rates will decrease; socially, students improve their behavior and adapt better to the school environment, which also affects their
academic successes during grade school and beyond.
They also expressed concern some schools were being persuaded by the appeal of a sales pitch to use various so - called neuroscience based teaching methods or products which had not been rigorously and scientifically
tested and for which there was no peer - reviewed evidence they helped
raise academic achievement.
In a recent study, we calculated the consequences for economic growth, lifetime earnings, and tax revenue of improving educational outcomes and narrowing educational achievement gaps in the United States.1 Among other results, we found that if the United States were able to
raise the math and science PISA
test scores of the bottom three quarters of U.S. students so that they matched the
test scores of the top quarter of U.S. kids (and thereby
raised the overall U.S.
academic ranking to third best among the OECD countries), U.S. GDP would be 10 percent larger in 35 years.
That agenda:
Raise academic standards for students and measure their gains through rigorous
testing.
The paper, by Raj Chetty and John N. Friedman of Harvard and Jonah E. Rockoff of Columbia, tracked 2.5 million students over 20 years, and using a value added approach, found that teachers who help students
raise their standardized
test scores have a lasting positive effect on those students» lives beyond
academics, including lower teenage - pregnancy rates, greater college matriculation and higher adult earnings.
This paper considers the issues
raised in using standardized achievement
test scores for purposes of examining the
academic productivity of schools.
Digital portfolio startup Pathbrite, which lets students store and display their
academic achievements, has
raised an additional $ 4 million from
testing giant ACT, Rethink Education and other angels.
December 17, 2011 Kewanee, Illinois students and staff speak at a
Raising Student Achievement Conference about how SEL has improved
academic test scores and lessesened discipline problems in the school.