Sentences with phrase «ratings of academic achievement»

The design of this study made it possible to examine 1) the extent to which benefits of breastfeeding on cognitive ability and achievement were evident throughout middle childhood, adolescence, and into young adulthood; and 2) the extent to which breastfeeding was related to a range of indices of academic achievement that included performance on standardized tests, teacher ratings of academic achievement, and levels of success in examinations on leaving school.

Since the start of the Denver Plan, DPS has gone from being the district with the lowest rate of student academic growth among major Colorado districts to the district with the highest rate of academic achievement growth.

Michigan, which is DeVos» home state, has low rates of academic achievement.

Not exact matches

Farrell notes that colleges and universities tout the successes of their incoming students — test scores, academic achievement, acceptance rates, and the like — but rarely spend the same amount of energy sharing data about job placement and success rates of graduates.

Early childhood programs have long been known to be beneficial to children from low - income backgrounds, but recent studies have cast doubt on their ability to substantially increase the rate of children's academic achievement.

The authors also offer one recommendation to the Department of Education, which is finalizing its ESSA regulations: Going forward, Washington should allow states to rate academic achievement using a performance index that gives schools additional credit for getting students to an advanced level.

Academic achievement, closing achievement gaps, four - year adjusted cohort graduation rates, «speed to proficiency» of English - language learners

President Barack Obama has often noted in speeches the enthusiasm of Korean parents for their children's education, the high quality of Korean teachers, the number of learning hours that Korean students spend, and the outstanding educational achievements these have produced; for example, top rankings in international academic - achievement tests, and low rates of school dropouts and juvenile delinquency.

For instance, states might assign separate ratings to each of the five indicator types the law requires: academic achievement, student growth, graduation rates, progress toward English language proficiency, and other indicators of school quality and student success.

They suggested that, rather than measuring academic achievement based on proficiency rates alone, states should either look at scale scores or some sort of an index providing partial credit for getting students to a basic level (and additional credit for getting students to an advanced one).

In the median state, measures of academic achievement currently count for about half of schools» summative ratings.

Five indicators of performance are essential for a school report card: achievement, academic growth, achievement gap closure, graduation rates, and postsecondary and career readiness.

First, it is worth considering that charter high schools may raise rates of high school graduation and college enrollment directly, or indirectly through improved academic achievement.

The new law also requires states to use, as part of their rating systems, an indicator of academic achievement «as measured by proficiency on the annual assessments.»

This interpretation of the law requires a minimum of 8 different indicators (math achievement scores, reading achievement scores, another academic indicator, and a school quality or student success indicator, plus participation rate for each of these four measures).

In the small amount of quantitative research about looping she conducted, Schaefer found that the practice causes no difference in academic achievement or attendance rates.

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.

Since 2006, the number of Houston schools earning one of the state's top ratings has more than doubled to exceed 200 campuses, fewer students are repeating a grade level, and more are testing at the highest levels of academic achievement.

Predictably, attendance, academic achievement, and the rate of graduation improved.

For the past 16 years, the Puente program has strived to boost the academic achievement of underserved Latino high school students, who have the highest dropout rate and lowest college attendance among all racial and ethnic groups in the United States.

YES Prep Public Schools, winner of the 2012 Broad Prize for Public Charter Schools, has an enviable academic track record: They've eliminated achievement gaps, achieved a 100 percent graduation rate with all students accepted into 4 - year colleges — plus they partner with local traditional public schools.

Since ESSA requires the use of proficiency rates, one design objective is a combination of measures on academic achievement to reduce both the short - term gaming around «bubble kids» (both real and perceived) and also the long - term incentive to lowball cut - scores for various achievement bands on statewide tests.

Includes State - designed, long - term goals and measurements of interim progress for all students and separately for each subgroup of students, on academic achievement and graduation rate, that expect greater progress from groups that are further behind;

Annually measures, for all students and separately for each subgroup of students, the following indicators: Academic achievement (which, for high schools, may include a measure of student growth, at the State's discretion); for elementary and middle schools, a measure of student growth, if determined appropriate by the State, or another valid and reliable statewide academic indicator; for high schools, the four - year adjusted cohort graduation rate and, at the State's discretion, the extended - year adjusted cohort graduation rate; progress in achieving English language proficiency for English learners; and at least one valid, reliable, comparable, statewide indicator of school quality or student succAcademic achievement (which, for high schools, may include a measure of student growth, at the State's discretion); for elementary and middle schools, a measure of student growth, if determined appropriate by the State, or another valid and reliable statewide academic indicator; for high schools, the four - year adjusted cohort graduation rate and, at the State's discretion, the extended - year adjusted cohort graduation rate; progress in achieving English language proficiency for English learners; and at least one valid, reliable, comparable, statewide indicator of school quality or student succacademic indicator; for high schools, the four - year adjusted cohort graduation rate and, at the State's discretion, the extended - year adjusted cohort graduation rate; progress in achieving English language proficiency for English learners; and at least one valid, reliable, comparable, statewide indicator of school quality or student success; and

They understand and actively work to eliminate gaps in school success between different groups of students, as measured by academic achievement, high school graduation rates, and preparation for college and other postsecondary pursuits.

Nevertheless, racial academic achievement gaps in fourth grade fell at roughly the same rate as kindergarten entry gaps, Reardon said, adding, «This suggests that the primary source of the reduction in racial achievement gaps in fourth grade is the reduction in kindergarten readiness gaps, not a reduction in the rate at which gaps change between kindergarten and fourth grade.»

The bill replaces AYP standards with a requirement for states to annually measure all students and individual subgroups by: (1) academic achievement as measured by state assessments; (2) for high schools, graduation rates; (3) for schools that are not high schools, a measure of student growth or another valid and reliable statewide indicator; (4) if applicable, progress in achieving English proficiency by English learners; and (5) at least one additional valid and reliable statewide indicator that allows for meaningful differentiation in school performance.

A majority of St. Louis Public Schools students scored below proficient in math and English, but higher scores in the attendance and graduation - rate categories made up for poor results in academic achievement, Emily Stahly, a research assistant at the Show - Me Institute, found in an analysis earlier this year.

The experts were looking for student achievement and academic growth, gaps between groups, grad rates, and measures of college and career readiness.

Research has consistently demonstrated that low - income students who attend smaller high schools have better academic outcomes in terms of achievement, graduation rates, and discipline issues than their peers in larger schools.

Establishes a system of meaningfully differentiating all public schools on an annual basis that is based on all indicators in the State's accountability system and that, with respect to achievement, growth or the other academic indicator for elementary and middle schools, graduation rate, and progress in achieving English language proficiency, affords: Substantial weight to each such indicator; and, in the aggregate, much greater weight than is afforded to the indicator or indicators of school quality or student success.

Students in KIPP schools may be surrounded by classmates who are, on the whole, more supportive of academic achievement than peers in traditional public schools with similar poverty rates.

That's because our friends at the Department of Education read ESSA's language to mean that proficiency rates — and proficiency rates alone — must be the sole measure of «academic achievement.»

Duckworth and her colleagues have conducted numerous studies on grit and have found this construct to be predictive of academic achievement and graduation rates.

And, a growing body of empirical research shows that positive school climate improvement efforts increase academic achievement, reduce bully - victim - bystander behavior as well as student dropout rates and increase teacher retention rates.

The vision for overhauling the way students were disciplined — out - of - school - suspensions were contributing to the district's dropout rate and undermining students» academic achievement — was that of the district's nationally known schools chief, Andrés A. Alonso.

What to know: The Mississippi Department of Education's (MDE) plan stands out for aligning its teacher recruitment and retention efforts with its ambitious goals for increasing student academic achievement by 2025 and clearly stating its role in supporting districts to address equity concerns.10 The MDE recognizes that in order to reach its stated goals — which include a proposed graduation rate of 90 percent for all students by 2025 — they must also support districts in recruiting and retaining teachers of color who are prepared to improve student outcomes.

Education scholars like Kahlenberg, one of the nation's leading advocates for economic integration, note droves of research papers that cite the positive impacts of diversity in K - 12 schooling, including enhanced critical thinking, higher academic achievement, greater civic responsibility, higher college - going rates and more lucrative jobs.

This was a highly contentious issue, although, based off of the data, it should not have been; academic, student retention rates, parent satisfaction surveys, student and staff surveys would indicate that our school community has been committed to our values of Student Achievement, We Serve, and Continuous Improvement for 10 years now.

Rather, it says schools would be placed in one of five performance categories based on student achievement and progress in reading and math, how well a school closes gaps between groups of students in academic achievement and in graduation rates, and on overall attendance and graduation rates.

The New York City Department of Education's stunning announcement that it intends to release teacher ratings based on student test scores and academic achievement is the latest example of a growing national movement to fix our country's broken public education system...

Fund (LDF) of the National Association for the Advancement of Colored People (NAACP), highlights the continued need for greater educational equity, and warns that race and gender disparities in opportunity and academic achievement lead to high dropout rates, limited job opportunities, and increased risk of poverty for African American females.

Charter schools in New York consistently grew academic achievement among the following demographic groups at significantly higher rates than the same subgroup of students in their district peers: Black, Hispanic, students in poverty, and special education.

This brief asserts that students with the highest truancy rates have the lowest academic achievement rates, and because truants are the youth most likely to drop out of school, they have high dropout rates as well.

Early intervention effects include lower rates of retention, higher levels of academic achievement, fewer special education services, and a stronger commitment to graduating from high school (Stegelin, 2004).

It does not provide a single overarching judgment on schools but instead assigns ratings to all elements of school life such as the quality of academic achievement and pupils» personal development.

The briefs take a deep dive on state graduation rate goals, state academic achievement goals, and how states include measures of 9th grade performance.

But the implications of the TFA migration extend beyond the state's classrooms, where high poverty rates and entrenched patterns of segregation have kept academic achievement at bay.

◦ how the baseline student academic achievement levels and prior rates of academic progress will be established

The recognition award is part of a larger U.S. Department of Education (USED) effort to identify and disseminate knowledge about practices that are proven to result in improved student engagement, higher academic achievement and graduation rates, and workforce preparedness, as well as a government wide goal of increasing energy independence and economic security.