Sentences with phrase «standardized academic test scores»

The latest round of state standardized academic test scores showed gains both across New York State and locally.But rather than celebrate the largest bump since New York adopted new tests tied to the Common Core Learning Standards, education officials reported the increases with caution.

Not exact matches

(A partial qualifier is a prospective athlete who meets only one of two minimum academic requirements — grade point average or standardized test score.

Eating breakfast improves academic performance, health, and behavior; that means better performance on standardized tests, improved concentration and memory, better math scores, better attendance and fewer tardies, as well as fewer behavioral referrals to the front office.

The law, which bases as much as 50 percent of teachers» job ratings on student test scores, was strengthened during a time when more rigorous standardized exams, based on the national Common Core academic standards, were being introduced into classrooms.

Scores on standardized tests of academic areas such as reading, spelling, and math were analyzed.

In our two previous research collaborations with the Skills for Life team, we already had shown that mental health problems are quite common, are among the strongest predictors of poor attendance, poorer grades, and lower scores on standardized tests, and that improved mental health scores are powerful predictors of improved academic outcomes.»

It's an approach that seems to be working: Valor Flagship Academy, the first Valor school, produced outstanding academic results, including the highest standardized test scores in the city and the state, in its first year of operation (2014 — 15).

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.

This may reflect a parental preference for their children to enjoy school, or it might reflect parental preferences for teachers who emphasize academic facets that increase student satisfaction but are not captured by standardized test scores, such as critical thinking or curiosity.

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 study used both standardized test scores and surveys of parents and students to evaluate the effect of the scholarship program on both academic performance and student and parental satisfaction.

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).

Then the students academic performance was assessed using grades from four core academic classes and standardized test scores, in this case Terra Nova percentiles.

Dr. Kurt Beron, a UT Dallas professor of economics and public policy, and Dan O'Brien, UT Dallas economics lecturer, worked with comptroller staff to develop new academic outcome measures based on scores from standardized tests.

A: For subjects tested by the state standardized assessment, New Jersey measures growth for an individual student by comparing a student's growth to the growth made by that student's academic peers (students from around the state with similar score histories).

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.

Under a court - ordered deadline, both sides agreed to include measures of student academic progress, including the use of state standardized test scores.

All Saints Central offers excellent academics which are reflected by standardized test scores and college scholarship awards.

The State Board of Education last week unanimously approved a new accountability system for schools, replacing the Academic Performance Index, which assigned a single number to schools that was largely based on standardized test scores.

No important academic decision about a student, a teacher, an administrator, a school or a district should be made solely on one type of evidence, such as standardized test scores.

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.

academic test scores improved as much as 10 percent on national standardized math and reading tests.

State Superintendent of Public Instruction Tom Torlakson and the State Board of Education are using multiple cues to send a uniform message: Parents shouldn't compare the new results with scores on past state standardized tests; this year's English language arts and math tests are, they say, more difficult, and are based on a different set of academic standards.

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.

California has identified English learners based on how well they do on the language development test but has left it up to districts and students» teachers to also weigh a mix of factors, including teacher judgment, scores on other standardized academic tests and parent consultations.

Colorado students in 2014 took slight steps backward on the small academic gains made on standardized tests in recent years, part of a long - term trend of flat scores, results released Thursday show.

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

As a parent, it concerns me that you have required states to expand charter schools, increase standardized testing overall, tie teacher jobs to test scores, and turn around schools by firing half or more of the staff, when the overwhelming body of evidence — including that of the research arms of the federal government — is clear that these strategies do not improve academics overall and can have serious negative effects on children and their education.

Arun Ramanathan of Oakland - based The Education Trust - West, who has reviewed waiver requests from four states, said the bill would fail in part because it does not require state standardized test scores to measure students» academic growth.

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.

The problem with most current systems is they measure growth by using standardized test scores in a few academic subjects, usually math and reading, which are not a very accurate or comprehensive way to check on overall student progress.

Brown and the State Board balked at the stipulation that the state require districts to use standardized test scores as a measure of student academic growth when evaluating teachers.

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

The Wisconsin proposal, however, is limited to children who are scoring in the top 5 percent of standardized tests or have been identified «by an education official» as being gifted and talented «if a student demonstrates evidence of high - performance capability in intellectual, creative, artistic, leadership or specific academic areas and needs services or activities not ordinarily provided in a regular school program.»

Performance on state standardized tests also rose — as did the Academic Performance Index (API) score, which increased 54 points.

And with these students less distracted and more engaged in school, they do better on their academics; they average 11 percentile points higher on standardized test scores than do students without SEL training.

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.

Windham Superintendent Ana Ortiz said her district already implemented a gifted school in one section of Windham Middle School this academic year, devoting four teachers to work with 127 students in grades 3 to 8 who scored well on standardized tests.

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.

Some teachers, for example, might prefer using a portfolio of student work to demonstrate academic progress rather than a standardized test score.

He also reiterated the union's opposition to the district's use of Academic Growth over Time data, which is based on state standardized test scores and is being used to evaluate teachers and principals in a voluntary program.

Every major academic study has determined that standardized test scores ARE NOT A VALID MEASURE of teacher performance.

The new formula aims to focus on more than standardized test scores, with 60 percent of student progress measured by academics and 40 percent measured by «social - emotional and culture - climate» factors, such as suspension and expulsion rates and student and parent surveys.

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.

That is because poverty, language barriers and the need for special education services are the greatest predictors of academic success as measured by standardized test scores.

FairTest goes on to explain that schools are moving away from the use of standardized tests because academic studies have consistently shown that «Test Scores Do Not Equal Merit» and are not appropriate or correct indicators of how students will actually do in college.