Sentences with phrase «reporting of achievement test»

The ESSA maintains the requirement for annual reporting of achievement test data disaggregated by subgroups of children, including low - income students, students of color, students with disabilities and English - language learners.

Not exact matches

NHERI executes, evaluates, and disseminates studies and information (e.g., statistics, facts, data) on homeschooling (i.e., home schooling, home - based education, home education, home school, home - schooling, unschooling, deschooling, a form of alternative education), publishes reports and the peer - reviewed scholarly journal Home School Researcher, and serves in consulting, academic achievement tests, and expert witness (in courts and legislatures).

The state was prepared to use part of its federal Race to the Top money to pay Wireless Generation to develop software to track student test scores, achievement and so on, creating a system similar to the Achievement Reporting and Innovation System, or ARIS, that it developed for the ciachievement and so on, creating a system similar to the Achievement Reporting and Innovation System, or ARIS, that it developed for the ciAchievement Reporting and Innovation System, or ARIS, that it developed for the city schools.

The headline of the May 2011 NRC press release is frank and bold in the way committee reports seldom are: «Current test - based incentive programs have not consistently raised student achievement in U.S.; Improved approaches should be developed and evaluated.»

Over the past few years, the districts profiled in the report — the Houston Independent School District, the Sacramento City Unified School District, the Charlotte - Mecklenburg school system in North Carolina, and the Chancellor's District in New York City, a special 25,000 - student district of low - performing schools — have improved test scores and narrowed achievement gaps between minority and white students.

Australian Curriculum, Assessment and Reporting Authority (ACARA) Chariman, Professor Barry McGaw, welcomed the announcement, saying its research confirmed that online delivery of NAPLAN tests, tailored by the computer to students» level of achievement, works well and is more engaging for students.

Opened by two teachers in 1994 and named Time magazine's «Elementary School of the Year» in 2001, the school reports that its scores on the Stanford Achievement test have jumped 97 percent since 1997.

Anaheim, Calif — The narrowing achievement gap between black and white students, first reported about two years ago, is also beginning to show in college and graduate - school admissions tests, according to a new analysis of national data by the researcher whose earlier analyses first summarized the change.

CASEL reports: «A landmark review found that students who receive SEL instruction had more positive attitudes about school and improved an average of 11 percentile points on standardized achievement tests compared to students who did not receive such instruction.»

Hanushek examines the report's two main conclusions: a) that test - based incentive programs «have not increased student achievement enough to bring the United States close to the level of the highest achieving countries;» and b) that high school exit exam programs «decrease the rate of high school graduation without increasing achievement.»

Student achievement at schools operated by the Bureau of Indian Affairs as measured by scores on standardized tests is considerably lower than that of public schools, according to a report by the federal General Accounting Office.

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.

«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 scope of the crisis is considerable: Results from the National Assessment for Educational Progress — a test that's also known as the Nation's Report Card — show almost no change in the achievement gap between white and black students over the past 50 years.

In this report, we use 2007 test - score information to evaluate the rigor of each state's proficiency standards against the National Assessment of Educational Progress (NAEP), an achievement measure that is recognized nationally and has international credibility as well.

The other study (Perkes 1967) produced mixed results: students whose teachers took more subject - matter coursework reported higher scores on an achievement test, but lower scores on the STEP, a test of higher - order thinking.

Reporting test - score levels will allow policymakers to clearly see absolute differences in achievement across schools, regardless of which growth measure is adopted.

In The Four - Day School Week, another School Administrator report, Jack McCoy, deputy director of learning services at the New Mexico Department of Education, said in his district's case attendance for teachers and students improved while scores on standardized achievement tests remained stable.

Bilingual students also attain higher levels of achievement on standardized tests in reading, writing, social studies, and math and report higher levels of self - confidence (Tochon, 2009).

This report presents the results of a project to estimate the percentage of U.S. elementary and secondary students being assessed on deeper learning skills through statewide mathematics and English language arts achievement tests at the beginning of the Deeper Learning Initiative.

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.»

Psychologists Catherine Good, now at Baruch College, Joshua Aronson of New York University and Michael Inzlicht, now at the University of Toronto, reported in 2003 that a growth mind - set workshop raised the math and English achievement test scores of seventh graders.

There are reported achievement disparities among students in Lousiville — particularly in terms of state tests, graduation rates, and college and career readiness.

States participating in Title I are required to meet a variety of requirements for assessing the achievement levels of public school students, reporting results of achievement tests to parents and the public, and taking actions intended to improve the performance of schools where achievement results are deemed inadequate.

These same schools report poor achievement by other major student groups as well, and have a set of characteristics associated generally with poor standardized test performance — such as high student - teacher ratios, high student enrollments and high levels of students living in or near poverty.

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.

They also embrace standardized testing as a way to measure student achievement, and both call for all states to participate in the National Assessment of Educational Progress (NAEP), called «the nation's report card,» which tests students in grades four, eight, and twelve in various subject areas.

Schools must use a range of assessment tools, not standardized tests alone, to measure students» «authentic» achievement levels, a new report by the National Association of Secondary School Principals concludes.

Murray bases his empirical claims on what he calls «three reality tests»: The Coleman Report, published in 1966, assessed the effects of inequality of educational opportunity on student achievement.

Though nominally just a commission report, A Nation at Risk (1983) told Americans that we faced a crisis of educational achievement and began to nudge the country through a 90 - degree change of course from the «equity» agenda of the previous quarter - century to the «excellence» obsession of recent decades, complete with academic standards, tests, and results - based accountability systems.

While standardized tests provide an effective means of holding schools more accountable for achievement levels, the report says, they «usually do not provide information useful for improving individual or school performance.»

But, it raises profound challenges to the interpretation of score trends on high - stakes tests, to the meaning of achievement trend and gap reports in terms of percent proficient, to the interpretation of crossnational achievement comparisons, and to popular assumptions about testing of students in special populations (including some assumptions written into law).

The report, released Wednesday, relies on standards used by the National Assessment of Education Progress, the only national - level standardized test, considered the gold standard for measuring actual student achievement.

An Overview of Research on the Effectiveness of Retention on Student Achievement for New York City School Children This report examines the harmful effects of retention, including the blanket strategy of using a single test to determine if a student should be held back.

The new report details the achievement records of the 49 KIPP schools that have significant test results.

Under the proposed rules, teacher colleges will be motivated to steer their graduates away from school districts and schools that report low student achievement test scores, i.e., those serving poor and minority children and new learners of English.

And a report from the Southern Regional Education Board, which supports increasing the number of middle students taking Algebra I, found that among students in the lowest quartile on achievement tests, those enrolled in higher - level mathematics had a slightly higher failure rate than those enrolled in lower - level mathematics (Cooney & Bottoms, 2009, p. 2).»

We know that the tests have caused the achievement gap to widen as the scores of economically disadvantaged students plummeted, and that parents are reporting that low - scoring children feel like failures.

Many Gifted IEP PLEP sections consist of the latest report card and, perhaps, scores from tests like the OLSAT, Stanford Achievement Tests, and / or the Ptests like the OLSAT, Stanford Achievement Tests, and / or the PTests, and / or the PSSAs.

Your report about the growing achievement gap between white and African - American students over 20 years of «reform» in the Chicago Public Schools reaffirms our organization's strong opposition to one of the most harmful of these initiatives, the practice of flunking students based on their scores on the annual state tests.

School district annual reports are required to include a variety of information, such as progress in meeting accreditation requirements, status of the school improvement plan, achievement of students on state and national tests, retention statistics, parent / guardian participation in parent teacher conferences, curriculum details, etc..

The paper, published in Education Finance and Policy, details the achievement impacts of 41 KIPP charter middle schools nationwide and reports consistently positive and statistically significant test - score effects in reading, math, science, and social studies.

The tests are marked in Cambridge and each learner receives a statement of achievement and a diagnostic report.

This biennial report card looks beyond test scores as the lone litmus test of Illinois» educational health to examine academic improvement, achievement gaps and learning conditions within the state's public schools.

I believe every vendor of value - added models should report this information for every achievement test being used as a measure of «teacher effectiveness.»

Grade - level achievement tests that report grade - equivalent scores outside of the grade level being tested, really don't provide that kind of information.

The new report doesn't use the terms that designated five levels of achievement on the California Standards Tests: far below basic, below basic, basic, proficient and advanced.

Ongoing formal (i.e. Woodcock Johnson IV Tests of Achievement (WCJ IV)-RRB- and informal (i.e. core phonics) assessment of student progress and achievement using a variety of means to collect and report on acAchievement (WCJ IV)-RRB- and informal (i.e. core phonics) assessment of student progress and achievement using a variety of means to collect and report on acachievement using a variety of means to collect and report on academic data

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).

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).