Sentences with phrase «standardized academic achievement tests»

PURE supports the annual limitation on the number of standardized academic achievement tests given to students as proposed in SB 2156.

The parents completed surveys about their motivations for homeschooling and the students took standardized academic achievement tests.

In addition, children who received substantial instruction in the RCCP curriculum performed significantly better on standardized academic achievement tests than other children.

The Academic Assessment — Over the course of this standardized academic achievement test, it becomes clear which types of academic skills are strong and which are weak and, further highlights the corresponding areas of the brain that are affected.

Not exact matches

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.

Furthermore, these differences also correlated with one measure of academic achievement — performance on standardized tests.

«Over the past decade we've been able to identify a growing number of educational interventions that have managed to have notable impacts on students» academic achievement as measured by standardized tests,» West says.

... In the current study, academic achievement was measured with standardized tests administered in spring 2013, which was concurrent with the time of year when participation in the SBP peaked.

The authors wrote that, overall, the results of 46 articles published between 1985 and October 2008 found that «there is substantial evidence that physical activity can help improve academic achievement, including grades and standardized test scores.

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 tTest, the state's standardized achievement testtest.

In the specific year when students move to a middle school (or to a junior high), their academic achievement, as measured by standardized tests, falls substantially in both math and English relative to that of their counterparts who continue to attend a K — 8 elementary school.

The finding that happiness is positively correlated with GPA is significant, Hinton notes, because GPA provides a broader picture of academic achievement than standardized test scores, encompassing multiple types of abilities and the influence of social dynamics.

In tackling this task, Feinberg says, they «backed into» the five essential tenets of the KIPP model: High Expectations (for academic achievement and conduct); Choice and Commitment (KIPP students, parents, and teachers all sign a learning pledge, promising to devote the time and effort needed to succeed); More Time (extended school day, week, and year); Power to Lead (school leaders have significant autonomy, including control over their budget, personnel, and culture); and Focus on Results (scores on standardized tests and other objective measures are coupled with a focus on character development).

The authors found that in the specific year when students move to a middle school (or to a junior high), their academic achievement, as measured by standardized tests, falls substantially in both math and English relative to that of their counterparts who continue to attend a K — 8 elementary school.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

The biggest damage to science instruction in the last decade is the concentration on «academic achievement» as measured by standardized tests for Math and ELA.

Whereas measurement of academic achievement was given by teachers, measurement of cognitive ability came from standardized tests.

New Jersey measures growth for an individual student by comparing the change in his or her achievement on the state standardized assessment from one year to the student's «academic peers» (all other students in the state who had similar historical test results).

Achievement Test: A standardized test (usually multiple choice) that measures content - area knowledge (e.g., science, math, English, and social studies) and academic skiTest: A standardized test (usually multiple choice) that measures content - area knowledge (e.g., science, math, English, and social studies) and academic skitest (usually multiple choice) that measures content - area knowledge (e.g., science, math, English, and social studies) and academic skills.

These include substantial spending to boost student achievement in urban schools, networks of charter schools as alternatives in urban public districts, and academic benchmarks on standardized tests for schools as well as students.

Schools such as Wilbur shine under the current measure of academic success — the all - important Academic Performance Index — based on students» achievement level on standardizeacademic success — the all - important Academic Performance Index — based on students» achievement level on standardizeAcademic Performance Index — based on students» achievement level on standardized tests.

Before the re-authorization of IDEA of 2004, there was a «discrepancy» rule, which required a «significant» discrepancy between a child's intellectual ability (measured by IQ) and their academic functioning (measured by standardized Achievement Tests.)

The use of standardized tests of academic achievement with students from linguistically - and ethnoculturally - diverse backgrounds may be problematic.

Efforts to improve ways to assess teachers have been stalled in part over disagreement about using students» academic achievement as measured by standardized test scores.

The Times sought three years of district data, from 2009 through 2012, that show whether individual teachers helped — or hurt — students academic achievement, as measured by state standardized test scores.

Expanding definitions of success is complicated because success defined broadly does not allow for the same methods to measure student academic achievement — standardized tests.

Gaps must be closed on the significant academic, personal and social outcomes that society wants for its children — not only on standardized tests — and on the social and school «inputs» that powerfully shape school achievement.

The summative evaluation of two years of the Arts for Academic Achievement (AAA) program examines student learning outcomes of arts - integrated instruction measured by standardized tests, as well as effects not captured by standardized tests.

Commit to embracing arts and arts integration as a long - term (3 + years) strategy to: decrease the achievement gap, increase standardized test scores, and improve school culture and academic improvement simultaneously.

Tests — Large - Scale Standardized Tests: Large - scale standardized tests are tests that are administered to large populations of individuals to determine students» learning and academic achievemTests — Large - Scale Standardized Tests: Large - scale standardized tests are tests that are administered to large populations of individuals to determine students» learning and academic aStandardized Tests: Large - scale standardized tests are tests that are administered to large populations of individuals to determine students» learning and academic achievemTests: Large - scale standardized tests are tests that are administered to large populations of individuals to determine students» learning and academic astandardized tests are tests that are administered to large populations of individuals to determine students» learning and academic achievemtests are tests that are administered to large populations of individuals to determine students» learning and academic achievemtests that are administered to large populations of individuals to determine students» learning and academic achievements.

While the Department will likely add more academic performance measures in the future, for 2014 officials also included the level of participation in state assessments, achievement gaps between students with disabilities and the general population as well as scores on the National Assessment of Educational Progress, a standardized test used to gauge academic growth across the country.

eAchieve Academy's students have a proven track record of academic achievement, receiving high scores on standardized tests, Advanced Placement and college entrance exams.

While federal legislation calls for «multiple up - to - date measures of student academic achievement, including measures that assess higher - order thinking skills and understanding» (NCLB, Sec. 1111, b, I, vi), most assessment tools used for federal reporting focus on lower - level skill that can be measured on standardized mostly multiple - choice tests.

They also, along with others troubled by New York's — particularly NYC's — notorious achievement gaps, yearned to release school leaders from the muzzle of LIFO, which requires that teachers be laid off by seniority, not effectiveness, and change old - school subjective teacher evaluations to reflect student academic growth, measured in part through standardized test scores.

However, most of these tests are multiple choice, standardized measures of achievement, which have had a number of unintended consequences, including: narrowing of the academic curriculum and experiences of students (especially in schools serving our most school - dependent children); a focus on recognizing right answers to lower - level questions rather than on developing higher - order thinking, reasoning, and performance skills; and growing dissatisfaction among parents and educators with the school experience.

Demonstrate potential for delivering excellent academic results for K - 12 students, as measured by standardized achievement tests

These schools — run by Achievement First — have shown repeated success in bringing academic excellence to public schooling through standardized curriculum and utilizing aggressive testing.

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

Schools must be in existence for at least five years and must demonstrate academic excellence as measured by standardized achievement tests, strong governance, operational sustainability and sound fiscal practices.

In an effort to settle the case, the district and its teachers» union reach agreement on an evaluation program that factors in standardized test scores as well as Academic Growth over Time, a mathematical formula used to measure student achievement.

Decreased academic achievement — GPA and standardized test scores — and school participation.

The student demonstrated intellectual giftedness as evidenced by any of the following: standardized achievement test scores (90th + percentile), scores on tests of general aptitude (125 + IQ), or other objective and subjective indicators of potential for well - above - average academic performance.

In fact, the man who tried to quadruple the number of standardized tests in order to «train» student on how to increase their CMT test scores managed to come up with a system that actually appears to have lowered academic achievement as measured by the fraudulent CMT Testing system.

The results of the 1992 Gallup Poll indicated that 71 % of public school parents favored requiring public schools to use standardized tests to measure the academic achievement of students.

So far, there are no concrete district data to show whether the more play - based kindergarten program is improving academic achievement as measured by standardized state tests.

Demonstrate a proven record of strong academic achievement as demonstrated by current academic transcripts and standardized test scores

The letter grade is based 80 percent on the school's achievement score (which uses various data including student performance on end - of - grade and end - of - course standardized test scores) and 20 percent on students» academic growth (a measure of students» performance in relation to their expected performance based on the prior year's test results), resulting in a grade of A, B, C, D, or F. «Low - performing districts» are those with over 50 percent of their schools identified as low - performing.

Examples of a standardized achievement tests include the California Achievement Test (CAT); Comprehensive Test of Basic Skills (CTBS), which includes the «Terra Nova»; Iowa Test of Basic Skills (ITBS) and Tests of Academic Proficiency (TAP); Metropolitan Achievement Test (MAT); and Stanford Achievement achievement tests include the California Achievement Test (CAT); Comprehensive Test of Basic Skills (CTBS), which includes the «Terra Nova»; Iowa Test of Basic Skills (ITBS) and Tests of Academic Proficiency (TAP); Metropolitan Achievement Test (MAT); and Stanford Achievement Test (tests include the California Achievement Test (CAT); Comprehensive Test of Basic Skills (CTBS), which includes the «Terra Nova»; Iowa Test of Basic Skills (ITBS) and Tests of Academic Proficiency (TAP); Metropolitan Achievement Test (MAT); and Stanford Achievement Achievement Test (CAT); Comprehensive Test of Basic Skills (CTBS), which includes the «Terra Nova»; Iowa Test of Basic Skills (ITBS) and Tests of Academic Proficiency (TAP); Metropolitan Achievement Test (MAT); and Stanford Achievement Test (Tests of Academic Proficiency (TAP); Metropolitan Achievement Test (MAT); and Stanford Achievement Achievement Test (MAT); and Stanford Achievement Achievement Test (SAT.)

And, Fletcher said, the program's key measure of student achievement — known as Academic Growth Over Time — is based on state standardized tests that will be phased out in the next few years as California moves toward a new national curriculum and assessments.

Educational outcomes are shaped by many factors, but research shows that teacher quality is the most important in - school factor influencing student achievement.59 Of course, other out - of - school factors, which are often caused by poverty, can also influence student outcomes.60 Because teacher quality has been shown to have a measurable impact on standardized test scores, some academics have started trying to directly measure the impact of Act 10 on student outcomes by examining how students fared on standardized tests after its passage.