Sentences with phrase «standardized achievement»

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).

When children have the skills to listen, calm down, empathize with others, and solve problems, they can focus more on their studies — in fact, a recent CASEL study showed that students who receive SEL instruction improved an average of 11 percentile points on standardized achievement tests.

According to the Collaborative for Academic, Social, and Emotional Learning (CASEL), a group that advocates the widespread adoption of SEL instruction, students exposed to SEL see their scores on standardized achievement test scores rise by an average of 11 percentile points, compared to students who are not exposed.

Too often program evaluations are based on standardized achievement tests and IQ measures that do not tell the whole story and poorly predict life outcomes.

Also, test - anxious students are found to receive lower standardized achievement test scores, GPA, and class exam scores (Chapell et al., 2005; Everson, Millsap, & Rodriquez, 1991; Schwarzer, 1990).

Using archival data drawn from a racially diverse sample of Baltimore youngsters and a seasonal analysis to separate effects of economic standing from family structure, we found that, over winter periods, neither having two parents in the home nor family resources affected growth in standardized achievement.

The same is true for K — 12 standardized achievement tests and metrics such as annual yearly progress required by No Child Left Behind.

This paper considers the issues raised in using standardized achievement test scores for purposes of examining the academic productivity of schools.

Using any standardized achievement test for a purpose for which it was not designed violates nationally - accepted standards of the testing profession, of the state of Illinois and the U. S. Department of Education, and the guidelines of the test makers themselves -LRB-

«Scores on standardized achievement tests» was the least selected approach among all demographics.

Using any standardized achievement test for a purpose for which it was not designed violates nationally - accepted standards of the testing profession, of the state of Illinois and the U. S. Department of Education, and the guidelines of the test makers themselves (see Attachment 2 — PURE Fact Sheet: «Testing professionals oppose use of standardized test scores as sole or primary measures in high - stakes decisions»).

He provides evidence from several decades of scholarly research on teacher effectiveness to show that teachers do make a difference in student achievement as measured by large - scale standardized achievement tests.

Yearly standardized achievement tests for all students should not be among them.

Standardized achievement tests have long been a routine part of our efforts to measure the educational progress of students.

No standardized achievement test covers all the content and skills that a student might learn in a year.

At - risk students showed higher rates of graduation and standardized achievement tests and increased school attendance.

A developmental perspective on standardized achievement testing.

Today many schools administer a standardized achievement test to prepare for their state's annual NCLB assessment.

Educators must hold at least a high school diploma, operate on a regular schedule, maintain immunization and attendance records, and administer a nationally standardized achievement test each year.

WHEREAS, the San Diego Unified Vision 2020, long - term strategic plan, Quality Schools in Every Neighborhood, supports and provides for quality teaching, access to broad and challenging curriculum for all students, closing the achievement gap with high expectations for all, and is committed to using multiple formative measures of success that go beyond standardized achievement tests; and

Teachers» perceptions of standardized achievement tests.

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 Test (SAT.)

«Our office does not keep the annual fire and sanitation inspections or any immunization records or standardized achievement test results on the individual Non Public Schools,» said Mills.

Studies so far tell us that we can expect the «better» teacher's students to score about 6 percentile points higher, on average, on a standardized achievement test than the students of the «worse» teacher.

Different standardized achievement tests, both purporting to measure reading, mathematics, or science at the same grade level, will give different estimates of teacher competency.

Assessing new teachers with standardized achievement tests is likely to yield many false negatives.

Reliance on standardized achievement test scores as the source of data about teacher quality will inevitably promote confusion between «successful» instruction and «good» instruction.

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.

In every standardized achievement test whose scores we use to judge the quality of the education received by our children, family income strongly and significantly influences the mean scores obtained.

Provide to the parent or guardian an annual written explanation of a student's progress, including the student's scores on standardized achievement tests;

Of main interest are his 14 reasons, «big and small» for [his] judgment that assessing teacher competence using standardized achievement tests is nearly worthless.»

According to a study by the Council of Great City Schools, students that attend school in deteriorating buildings score between 5 to 11 percentile points lower on standardized achievement tests than students in modern, maintained buildings.

Research has shown that «the difference in student performance in a single academic year from having a good as opposed to a bad teacher can be more than one full year of standardized achievement.»

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.

Should the president insist that the goal be reset and that «accountability» will not occur based on yearly - standardized achievement tests controlled from the federal level?

The deliberations have addressed various topics such as whether (a) parents should have to be state - certified teachers in order to home educate their children, (b) parents should have to have achieved a particular level of formal education in order to homeschool their children, (c) parents should have to pass teacher qualification examinations that states use for public school teachers, (d) homeschool students should be subjected to mandatory standardized achievement tests, (e) state officials should oversee the social activities of home - educated students (or homeschool socialization), and (f) parents should have to get approval from the state government in order to engage in home - based education with their children (see, e.g., Farris 2013; Yuracko, 2008).

NCLB funding was money spent on annual standardized achievement testing, accountability mechanisms based on the outcomes of those tests, reporting of compliance with the law, and school choice being offered as a solution — all packaged and sold to the country as «flexibility.»

By the 4th year, those kids who received the suite of RTL, RFS & SSS make huge gains on our standardized achievement tests.

A large percentage of students in inner - city urban school districts are SELs and perform in the low and far below basic range on standardized achievement tests.

Educational assessment: Standardized achievement tests are another important avenue to further characterize your child's learning.

This article examines the role of student demographic characteristics in standardized achievement test scores at both the individual level and aggregated at the state, district, school levels.

Work on the Jasper project with students has been successful in «measures of mathematical self - efficacy, academic interest in, and value for mathematical content and problem solving,» including higher standardized achievement scores (Nicaise, 1997, p. 453).

These authors explored some of the challenges and promises in terms of using and designing standardized achievement tests and other educational tests that are «instructionally useful.»

Muir says that although the school did administer a standardized achievement test, that program did not: 1) provide a sufficient measure of proficiency against state requirements; 2) enable progress monitoring; or 3) include math - skills benchmarking.

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.

The middle school, which serves students in grades 6 — 8, had low scores on standardized achievement tests, an alarming level of bad behavior, and dwindling enrollment.

The Small Schools Coalition catalogs research from scholars worldwide documenting how students in small schools outperform students in large schools on standardized achievement tests, significantly.

Since beginning the change, student scores on Kentucky's standardized achievement test have risen from the 41st percentile to the 78th percentile, and the U.S. Department of Education has named T. C. Cherry a National Blue Ribbon School.

Typical standardized achievement tests lack the capability to measure most of these skills.

The teachers were introduced to a range of identification procedures including above - level testing, the use of standardized achievement tests, and a range of teacher and parent nomination checklists.