Sentences with phrase «score achievement points»

It all amounts to a game that'll keep you busy for a few hours, but only because you want to unlock bonus content or score achievement points / trophies.

Not exact matches

Enrique got more points per game than Pep, Enriques Barca team scored more per game than Peps, to dismiss his achievements because Barca... Barca had a couple managers between Pep and Enrique and they wasn't winning the UCL, Pep won it then next Barca manager to win it was Enrique.

From 2002 - 2004 just scoring points was an achievement, but in 2005 Toyota had built what was probably the second fastest car in the first part of the season.

Improve students» achievement test scores across the spectrum by an average of 11 percentile points.

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.

In a secondary analysis, the NSLY found that the achievement scores of children breastfed for at least 29 weeks were 1.5 points higher than those of children never breastfed (P =.01), but the authors considered their data about breastfeeding duration «less reliable» than data about whether a child was ever breastfed.

By measuring average point scores rather than a single cutoff point, the new measure will also ensure that the achievement of all students is recognised equally, including both low attainers and high fliers.

The average point score measure will reflect pupils» achievement across a wide range of eight subjects.

The game also features the opportunity to score 12 achievement points for your online Xbox Live Arcade profile and an online leaderboard gives you the opportunity to show off your Double Dragon skills to your friends.

Participants scored at least 10 points higher in achievement tests than students who did not participate.

(Extra points possible for very high levels of achievement, but maximum score is 100 points for accountability purposes.)

Students who reported almost never being bullied had average achievement more than 30 score points higher than those who reported being bullied almost weekly.

Though Dillon mentions value - added modeling, he says that the Gates researchers use it «as a starting point,» and spends most of the rest of the piece discussing their use of cameras to capture teachers in action in the classroom — they hope to have 64,000 hours of classroom video by the end of the project and have already begun the process of looking for «correlations between certain teaching practices and high student achievement» and «scoring» the lessons.

For example, a student who begins the year at the 50th percentile on the state reading and math test and is assigned to a teacher in the top quartile in terms of overall TES scores will perform on average, by the end of the school year, three percentile points higher in reading and two points higher in math than a peer who began the year at the same achievement level but was assigned to a bottom - quartile teacher.

I guess some of that early work done by Marzano shows that we can actually have academic achievement scores increase by 20 percentile points and engagement scores go up by 23 percentile points, higher in classrooms where effective management techniques are being employed.

A translation of the results in a way that reveals the effects of peer achievement provides a different perspective: being surrounded by peers who score 1 point higher on average raises a student's own score by 0.3 to 0.5 points, depending on the grade.

This sort of thing also scores brownie points with the managers and Ofsted but also helps to develop a sense of achievement and self confidence in English, which many students lack.

Her litany of complaints about the academic results of Klein's «radical restructuring» is somewhat familiar — «inflating» test results and «taking shortcuts» to boost graduation — except for the charge that «the recalibration of the state scores revealed that the achievement gap among children of different races in New York City was virtually unchanged between 2002 and 2010, and the proportion of city students meeting state standards dropped dramatically, almost to the same point as in 2002.»

For example, from 1990 to 2007, black students» scale scores increased 34 points on the NAEP 4th - grade mathematics tests (compared with a 28 - point increase for whites), and the black - white achievement gap declined from 32 to 26 points during this period.

Since a teacher had to score at least 64 points to avoid the «ineffective» rating, according to the Regents» plan, it was conceivable, as the judge noted, that «the regulation allows for an «ineffective» rating based solely on poor student achievement results (the first 40 % category) without regard to the 60 % evaluation category.»

For a better sense of the magnitude of these estimates, consider a student who begins the year at the 50th percentile and is assigned to a top - quartile teacher as measured by the Overall Classroom Practices score; by the end of the school year, that student, on average, will score about three percentile points higher in reading and about two points higher in math than a peer who began the year at the same achievement level but was assigned to a bottom - quartile teacher.

However, for Attainment 8 — which measures average achievement in GCSE across eight subjects — there will be no change: the attainment score gap of 11 points in 2017 will remain in 2021.

We included administrative data from teacher, parent, and student ratings of local schools; we considered the potential relationship between vote share and test - score changes over the previous two or three years; we examined the deviation of precinct test scores from district means; we looked at changes in the percentage of students who received failing scores on the PACT; we evaluated the relationship between vote share and the percentage change in the percentile scores rather than the raw percentile point changes; and we turned to alternative measures of student achievement, such as SAT scores, exit exams, and graduation rates.

Until 2015, when Ofsted Data Dashboard closed, Achievement for All collected average point score (APS) data each term from participating schools, as a measure of attainment across schools» target groups.

The study found that after multimedia technology was used to support project - based learning, eighth graders in Union City, New Jersey, scored 27 percentage points higher than students from other urban and special needs school districts on statewide tests in reading, math, and writing achievement.

«Students who have highly effective teachers three years in a row score as much as 50 percentile points higher on achievement tests than those who have ineffective teachers for three years in a row.»

Supporters also point to high test scores, but the editorial claims «there is no way to accurately compare voucher [sic] students with Florida public school students» because the latter are required to take the state achievement test while the former are required to take one of several national achievement tests, such as the Stanford Achievement Teachievement test while the former are required to take one of several national achievement tests, such as the Stanford Achievement Teachievement tests, such as the Stanford Achievement TeAchievement Test or PSAT.

Gamification has the power to engage students and encourages continued participation using the elements of gaming (points, achievements, scoreboards), the mechanics of gaming (moving through levels, scoring, avatars) and game - based thinking.

As the authors of the meta - analysis point out, there are many known, malleable predictors of achievement test scores that have much higher associations with achievement than measures of grit, e.g., study skills, test anxiety, and learning strategies.

I also expressed concern that test - score scales lack an essential property for comparing test - score gains: an interval of, say, 50 points at one point on the scale can not be assumed to represent the same achievement growth as a 50 - point interval elsewhere on the scale.

Thursday's LA Times editorial about the use of student achievement data in teacher evaluations around the country (Bill Gates» warning on test scores) makes some valuable points about the dangers of rushed, half - baked teacher evaluation schemes that count test scores as more than half of a teacher's evaluation (as is being done in some states and districts)...

Students who had lower achievement scores in reading at the time of applying to the voucher program and used a voucher (9.8 % points)

The points are based on a combination of two factors from the EOG / EOC scores known as achievement and growth, with achievement counting for 80 percent of the points and growth counting 20 percent.

In one year, Troy's students have posted incredible gains on Idaho's Standard Achievement Test (ISAT), jumping 22 points in ELA to rank in the top 11 districts in the state and more than tripling the percent of their students scoring Advanced on the Math assessment.

The standard error of measurement at this achievement level was 15 scale score points.

Another point: although the Florida reading scores did increase in the fourth grade, «the evidence on Florida's NAEP achievement trends and gaps is mixed when other grade levels and subject areas are examined,» according to a 2010 report out of Columbia University.

In addition, they all use students» prior test score data to «control for» the risk factors that impact student learning and achievement both at singular points in time as well as over time.

By how many points did achievement test scores rise in children who had benefited from a $ 3,000 increase in annual family income?

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).

In this book, Zhao points out the flaws of a system focused only on student achievement scores and guides our thinking to a broader approach to preparing students for tomorrow.

By third grade, the average charter student scored 5.8 points higher in math on standard achievement tests than those who lost the lottery and 5.3 points higher in English.

Those making expected progress and exceeding expected progress is likely to meet national benchmarks for most groups... As a result of discussions in March, leaders have made changes to expectations for Key Stage 1 with increased average point score (APS) achievement set as an expectation for all pupils.

Students trained in social and emotional skills had academic achievement scores which were an average of 11 percentile points higher than those who did not, according to a meta - analysis of 213 studies (Weissberg, et al., 2015).

In both achievement and growth measures, Mathematics and Science are allocated 10 points, whereas English Language Arts is allocated 20 points within the final score calculation.

For example, Fuchs and Fuchs1 found that providing teachers with graphic displays of students» scores on formative assessments was associated with a 26 percentile point gain in achievement.

But Cheatham says she'd like to see the district's rating improve and she pointed out that the district's score for growth, or improvement in academic achievement, is 64, above the state overall score of 60.6.

The effect of students» sense of personalization on their academic achievement was measured using standardized test scores and weighted grade - point averages.

Proponents point to positive benchmarks: District enrollment is growing; D.C. scores on the National Assessment of Educational Progress (NAEP) have improved (in some cases at a much faster rate than students in other large urban districts); and teachers who left the district after receiving low marks on D.C.'s new teacher evaluation system were replaced with higher - scoring teachers who boosted student achievement.

Mean ELA scaled scores for ELs in these schools range from 2,307 to 2,396 (out of 2,663 possible points) at the lowest achievement level («Standard Not Met»).

For example, in order to address concerns about the fairness of using student test scores to evaluate teachers, Hillsborough County Public Schools, in Tampa, Florida, decided early on to focus on the growth in test scores between two points in time rather than a static achievement measure captured only once a year.