Crellin — which ranked as the state's No. 1 elementary
school on achievement tests in 2010, according to The Baltimore Sun — was nearly shut down last year because of the district's budget crisis.
In other findings, it says that charter schools» students score significantly below those in regular public
schools on achievement tests, and it faults American students»...
Not exact matches
When discussing student performance
on achievement tests, Barton notes that private or religious
schools account for a disproportionately high number of National Merit Scholars and says that is because «one
school utilizes religions principles and one does not.»
The Obama agenda has focused almost exclusively
on systemic
school reform to address the
achievement deficits of disadvantaged students: standards,
testing, teacher evaluations, and a continued, if different, focus
on accountability.
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 legislat
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 legislat
School Researcher, and serves in consulting, academic
achievement tests, and expert witness (in courts and legislatures).
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.
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.
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 qualifica
School Certificate examinations, and lower percentages of children leaving
school without qualifica
school 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
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
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).
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
In general, the results suggest that after adjustment for confounding, there were small but consistent tendencies for increasing duration of breastfeeding to be associated with increased IQ, increased performance
on standardized
tests, higher teacher ratings of classroom performance, and better high
school achievement.
Most evaluations of early education programs show that such programs improve children's
school readiness, specifically their pre-academic skills, although the distribution of impact estimates is extremely wide, and gains
on achievement tests typically fade over time.
We are concerned that the mayor errs too much
on the side of
testing to measure
school and student
achievement, but those
tests do show that there has been substantial improvement.
«The Government needs to scrap the damaging
school performance tables and focus instead
on a more balanced method of assessing educational
achievement based
on externally marked sample
tests.»
Charter
school leader Deborah Kenny's op - ed in today's The New York Times argues against the move by many states toward teacher evaluations based
on multiple measures, including both student progress
on achievement tests and the reviews of principals.
Betty Rosa, the Regents chancellor and a former New York City
school administrator, noted the current evaluation law has created a situation under which teachers in fields not covered by state
tests, such as physical education, often find themselves rated
on the basis of student
achievement in areas that are
tested, such as English and math.
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 ci
achievement and so
on, creating a system similar to the
Achievement Reporting and Innovation System, or ARIS, that it developed for the ci
Achievement Reporting and Innovation System, or ARIS, that it developed for the city
schools.
Scholarly articles published by over 20 researchers in Monographs, titled «The Relation of Childhood Physical Activity to Brain Health, Cognition and Scholastic
Achievement» indicate that while physical activity in
schools has diminished in part because of a growing emphasis
on student performance and academic
testing, decreased physical activity is actually related to decreased academic performance.
The public release of these ratings — which attempt to isolate a teacher's contribution to his or her students» growth in math and English
achievement, as measured by state
tests — is one important piece of a much bigger attempt to focus
school policy
on what really matters: classroom learning.
Results of the study indicate that LTTA students perform better
on math computation and estimation (as measured by the Canadian
Achievement Test, CAT · 3) compared to students in similar non-LTTA
schools.
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.
Charter
school students in grades 3 through 8 perform better than we would expect, based
on the performance of comparable students in traditional public
schools,
on both the math and reading portions of New York's statewide
achievement tests.
On the one side, she agreed with New York City mayor Michael Bloomberg to a
test plan offering monetary incentives to teachers in
schools whose poorest students make significant gains in
achievement (see «New York City's Education Battles,» features, Spring 2008).
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 absence of ReadNet Bronx from our evaluation is likely to have only a small impact
on our assessment of student
achievement because the
school had only two years of
test - taking students before it closed.
At KIPP Ascend, where many fifth - graders start one or two grades behind in reading and math, after four years at the
school, 100 percent of eighth - graders passed math and 94 percent passed reading
on the Illinois Standards
Achievement Test.
Fourteen of the 4th graders at Washington, D.C.'s Hope Community Charter
School had chosen the right answer — 1/3 and 5/15 — on a test written for the school by Boston - based Achievement Network (
School had chosen the right answer — 1/3 and 5/15 —
on a
test written for the
school by Boston - based Achievement Network (
school by Boston - based
Achievement Network (ANet).
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.
Coleman found that variation in
school resources (as measured by per - pupil spending and student - to - teacher ratios) was unrelated to variation in student
achievement on standardized
tests.
In a quasi-experimental study in nine Title I
schools, principals and teacher leaders used explicit protocols for leading grade - level learning teams, resulting in students outperforming their peers in six matched
schools on standardized
achievement tests (Gallimore, Ermeling, Saunders, and Goldenberg, 2009).
We also drew
on an additional year of data, from the 2012 13
school year, in assessing IMPACT's effects
on student
achievement in
tested grades and subjects.
The review of Denmark Primary
School said
achievement standards were «unsatisfactory» and progress of capable students
on national literacy and numeracy
tests was «alarmingly slow».
What they saw was sobering but not surprising: Despite attempts to close
achievement gaps between students of color, immigrant students, and low - income students and their more affluent white peers, wide disparities persisted in student performance
on state
tests, graduation rates,
school attendance, and college - going rates.
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.
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.
Cheerleader and Punk Rocker Reward Students for Making the Grade This year was our
schools fourth consecutive year of achieving an A grade
on our state
achievement tests.
Although there is some indication that the implementation of MCAS
testing has improved curriculum and helped push students and teachers to focus more aggressively
on academic
achievement, the potential consequences of depriving thousands of students a high -
school diploma is simply unacceptable to most teachers.
Daniel Koretz, an expert
on educational
testing and
achievement, will join the faculty of the Harvard Graduate
School of Education as a professor of education
on September 1, 2001.
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
School of the Year» in 2001, the
school reports that its scores on the Stanford Achievement test have jumped 97 percent since
school reports that its scores
on the Stanford
Achievement test have jumped 97 percent since 1997.
Consistent with the Wisconsin evidence, parallel studies in Colorado and Maryland found that weather - related differences in the number of days students had spent in
school when they were
tested had noticeable effects
on their
achievement.
For example, David Sims has shown that after a 2001 Wisconsin law required
schools to open after Labor Day, districts forced to delay their start dates saw their students»
achievement on the state math
test fall relative to districts that were unaffected by the law.
The major substantive chapters of the book place Swedish expenditure and
achievement in comparative perspective (in both, Sweden rates high); show that the decline in education inputs during the 1990s worsened the teacher - student ratio and teacher quality; review the international research
on the effects of
school choice; and
test for the effects of
school choice in Sweden
on achievement.
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.»
Among the reform milestones they achieved were a new requirement that 40 percent of a teacher's evaluation be based
on student
achievement; raising the charter
school cap from 200 to 460; and higher student
achievement goals
on the National Assessment of Educational Progress (NAEP) 4th grade and 8th grade reading
tests and Regents exams.
• 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.
Importantly, the
schools attended by students in our sample include both open - enrollment public
schools operated by the local
school district and five over-subscribed charter
schools that have been shown to have large, positive impacts
on student
achievement as measured by state math and English language arts
tests.
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.