Sentences with phrase «school achievement scores»

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We have found that eliminating valedictorian status and class rankings has reduced stress at certain schools — especially those where achievement in the form of grades and test scores and college admission rates is valued above all other traits.

The «No Child Left Behind» act, signed by President Bush in January, greatly expands federal oversight of public education, mandating annual testing of children in grades 3 through 8 and one grade - level in high school, insisting every classroom teacher be fully certified and setting a 12 - year timetable for closing racial and economic achievement gaps in test scores.

Last school year, more than 4,600 CPS students scored below the 24th percentile on a portion of the Illinois Standards Achievement Test and were required to attend summer school before moving to the next grade level.

Breastfed children had higher mean scores on tests of cognitive ability; performed better on standardized tests of reading, mathematics, and scholastic ability; were rated as performing better in reading and mathematics by their class teachers; had higher levels of achievement in school - leaving examinations; and less often left school without educational qualifications.

However, even after control for confounding and selection factors associated with infant feeding practices, increasing duration of breastfeeding was associated with small but significant increases in scores on standardized tests of ability and achievement, teacher ratings of classroom performance, and greater success at high school.

Table 1 shows clear and highly significant (P <.0001) tendencies for increasing duration of breastfeeding to be associated with higher scores on measures of cognitive ability, teacher ratings of performance, standardized tests of achievement, better grades in School Certificate examinations, and lower percentages of children leaving school without qualificaSchool Certificate examinations, and lower percentages of children leaving school without qualificaschool without qualifications.

On average, children who were breastfed for ≥ 8 months 1) scored between 0.35 and 0.59 SD units higher on standardized tests of ability or achievement and teacher ratings of school performance than children who were not breastfed, and 2) were considerably less likely than nonbreastfed children to leave school without qualifications (relative risk = 0.38; 95 % CI: 0.25, 0.59).

When compared to control group counterparts in randomized trials, infants and toddlers who participated in high - quality home visiting programs were shown to have more favorable scores for cognitive development and behavior, higher IQs and language scores, higher grade point averages and math and reading achievement test scores at age 9, and higher graduation rates from high school.

Two elementary schools in North Carolina increased the achievement test scores of students from the 30th percentile to the 83rd percentile over a three - year period.

National studies show that students who eat school breakfast are more likely to: reach higher levels of math achievement; score higher on tests; have better concentration, memory and alertness, improved attendance, behavior, and academic performance; and maintain a healthy weight

The evidence is compelling: Two elementary schools in North Carolina were able to increase the achievement - test scores of students from the 30th percentile up to the 83rd percentile over a three - year period.

Extensive research on the relationship between cognitive achievement (IQ scores, grades in school) and breastfeeding has shown the greatest gains for those children breastfed the longest.

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.

She managed the historic introduction of universal pre-K and oversaw significant gains in student achievement from test scores to high school graduation rates.

Requiring private schools that receive public money to report student test scores improves academic achievement and ultimately enhances school choice, a Michigan State University scholar argues.

«In addition to gains in achievement test scores we also saw improvements in engagement with school, such as an increase in attendance of about 2.5 weeks per year» said Jonathan Guryan, Associate Professor of Human Development and Social Policy in the Institute for Policy Research at Northwestern University and Co-director of the University of Chicago Urban Education Lab.

Last minute scores, broken down school buses, and music montages full of bonding moments with increasing achievements, are the rules de rigueur for this genre.

The improved scores were impressive enough to lead several states and other major school districts, including New York, to adopt elements of the Chicago Public Schools (CPS) policy — making student progress toward the next grade dependent on demonstrated achievement on standardized tests.

For instance, in an April 28, 2004, column, Winerip described a school in Florida as unfairly penalized by NCLB, but he failed to mention that the school reported low overall test scores and had significant achievement gaps between white and minority students.

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 stuSchool 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 stuSchool 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 stuschool 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.

The study by the Educational Policy Institute, released Aug. 11, examined the scores on the Stanford Achievement Test 9 or 10 given to 1,800 5th graders at 24 KIPP schools in the fall of 2003, and again in either...

Although there were some small - scale random - assignment experiments of the effects of desegregation on test scores, most of what we know today concerns the relationship between a school outcome such as achievement on the one hand, and racial composition on the other.

The provisional school results will include performance measures such as the percentage of pupils achieving five or more GCSEs or equivalents at A * to C, the percentage of pupils achieving the English Baccalaureate (EBacc), and the Attainment 8 scores, showing average achievement across eight subjects, including English and maths, for those schools that have opted into the new accountability system a year early.

This system combines important qualitative practice scores, quantitative growth and achievement data, school and network factors, as well as a community and parent engagement factor.

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.

Our results indicate that, on average, New York City's charter schools raise their 3rd through 8th graders» math achievement by 0.09 of a standard score and reading achievement by 0.04 of a standard score, compared with what would have happened had they remained in traditional public schools (see Figure 3).

Hamilton County Common Pleas Judge Richard Niehaus ruled this month that the education department failed to conduct legally required hearings before implementing the Educational Management Information System, which was designed to gather demographic data and achievement scores for individual districts and schools.

A teacher's contribution to a school's community, as assessed by the principal, was worth 10 percent of the overall evaluation score, while the final 5 percent was based on a measure of the value - added to student achievement for the school as a whole.

As we've seen in New York, which is a few years ahead of the curve when it comes to making its tests much harder, a higher cut score will make achievement gaps look much bigger, and the achievement of most high - poverty schools look much worse.

They show that the schools that are most effective in raising student test scores do so in spite of the strength of the underlying relationship between math achievement and fluid cognitive skills.

There is precious little research demonstrating the value of school counselors on student achievement ~ with good reason it is difficult to demonstrate the impact of counselors on standardized test scores ~ which have come to define achievement in recent years.

K - 12 Achievement (2016) The K - 12 Achievement Index scores states based on 18 distinct achievement measures related to reading and math performance, high school graduation rates, and the results of Advanced PlaceAchievement (2016) The K - 12 Achievement Index scores states based on 18 distinct achievement measures related to reading and math performance, high school graduation rates, and the results of Advanced PlaceAchievement Index scores states based on 18 distinct achievement measures related to reading and math performance, high school graduation rates, and the results of Advanced Placeachievement measures related to reading and math performance, high school graduation rates, and the results of Advanced Placement exams.

U.S. Secretary of Education Arne Duncan has released broad principles for renewing the Elementary and Secondary Education Act that seek to address perennial complaints that the law's current version — the No Child Left Behind Act — is inflexible and focuses too narrowly on student test scores to get a picture of a school's achievement.

First, we use our entire sample to analyze the extent to which the schools that students attend can explain the overall variation in student test scores and fluid cognitive skills, controlling for differences in prior achievement and student demographic characteristics (including gender, age, race / ethnicity, and whether the student is from a low - income family, is an English language learner, or is enrolled in special education).

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 sinceSchool of the Year» in 2001, the school reports that its scores on the Stanford Achievement test have jumped 97 percent sinceschool reports that its scores on the Stanford Achievement test have jumped 97 percent since 1997.

University of Washington researchers use state test scores, rates of free and reduced lunch, and the number of AP classes that students enroll in to determine the general level of school achievement for comparison.

For instance, Peter Hinrichs, «When the Bell Tolls: The Effects of School Starting Times on Academic Achievement,» Education Finance and Policy, 2011, found no benefits in terms of ACT scores.

To estimate expected student performance, we used a statistical procedure that predicts student achievement (i.e., SAT scores and dropout rates) in the state based on school characteristics and household demographics.

I first analyze changes over time in the FCAT test scores of students in their initial 3rd - grade year in order to discern the extent to which Florida's elementary - school students made true achievement gains during the period in question.

• There was a widespread, well - justified concern that prior accountability measures based primarily on achievement levels (proficiency rates) unfairly penalized schools serving more disadvantaged students and failed to reward schools for strong test score growth.

On the third page of the study, the authors write: «Negative voucher effects are not explained by the quality of public fallback options for LSP applicants: achievement levels at public schools attended by students lotteried out of the program are below the Louisiana average and comparable to scores in low - performing districts like New Orleans.»

Based on a randomized controlled trial with 78 secondary school teachers and 2,237 students, MTP - S improved student achievement test scores in the year following its completion, equivalent to moving the average student from the 50th to the 59th percentile.

In the area of academic achievement, a few years ago the school's fourth graders had the highest scores in the district on the Connecticut Mastery Test, the state's standardized achievement test.

We conducted our analysis alternately using absolute student achievement, measured with statewide mean SAT scores for the 1989 — 90 school year and the mean high - school dropout rate calculated from 1990 census data, and with a second measure that represents the deviation of actual achievement from expected student performance.

The 2006 Child Well - Being Index, released in March by the Foundation for Child Development in cooperation with Duke University and the Brookings Institution, suggests a general lack of progress for K - 12 students, evidenced by flat scores on the National Assessment of Educational Progress, persistent achievement gaps, and falling high school graduation rates.

Students who attend middle schools at risk of dropping out of high school As compared to students in K - 8 elementary schools, middle school students also score lower on achievement tests.

When these 6th graders move to a middle school in the 7th grade, however, we see the same dramatic fall in academic achievement: math scores decline by 0.17 standard deviations and English achievement falls by 0.14 standard deviations.

Classroom «Crisis»: Many Teachers Have Little or No Experience MSNBC, September 26, 2011 «While education experts caution that lack of experience isn't necessarily an indication of a teacher's ability, student achievement scores do show that on average a first - year teacher is not as effective as a third - year teacher, said Susan Moore Johnson, an expert on teacher recruitment and retention at the Harvard Graduate School of Education.»

However, many education researchers speak and write as though they accept certain contingency - free causal connections — for example, that small schools are better than large ones; that time on task raises achievement; that summer school raises test scores; that school desegregation hardly affects achievement; and that assigning and grading homework improves achievement.

The high scores of students in a wealthy suburban New Jersey school will reflect the contributions of well - educated parents, a communal emphasis on academic achievement, a stable learning environment at home, and enriching extracurricular opportunities.