Sentences with phrase «standardized achievement test»

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).

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.

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).

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-

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»).

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

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.

«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.

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

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.

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.

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.

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.

One way to compare homeschooled students with peers who attend public schools is to use standardized achievement test scores.

Findings demonstrate that a standards - based, inquiry science curriculum can lead to standardized achievement test gains in historically underserved urban students, when the curriculum is highly specified, developed, and aligned with professional development and administrative support.

Sociologist Robert Carini's 2002 review of 17 studies found that «unionism leads to modestly higher standardized achievement test scores, and possibly enhanced prospects for graduation from high 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).

A second kind of instructionally insensitive test is the sort of standardized achievement test that many states have developed for accountability during the past two decades.

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 test.

Nearly one - third of the 450,000 Arizona students who took a state - required standardized achievement test were given incorrect scores by the computer firm hired to grade the tests.

Only a few of the districts could be directly compared because they use the same standardized achievement test.

Research shows that kids who get fed are sick less, pay more attention in class, and even do better on standardized achievement tests.

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

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).

The study assessed performance on standardized achievement tests as well as measures of various character strengths.

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.»

Evaluations of any educational technology program often confront a number of methodological problems, including the need for measures other than standardized achievement tests, differences among students in the opportunity to learn, and differences in starting points and program implementation.

The corporate world provides useful data about simulations designed to change behavior and obtain results (which is exactly what we hope will be learned in many situations but is something that few, if any, of our standardized achievement tests measure).

Because of the need for nationally standardized achievement tests to provide fine - grained, percentile - by - percentile comparisons, it is imperative that these tests produce a considerable degree of score spread — in other words, plenty of differences among test takers» scores.

As a result, in today's nationally standardized achievement tests, there are many SES - linked items.

The first of these categories are nationally standardized achievement tests like the Iowa Tests of Basic Skills, which employ a comparative measurement strategy.

With few exceptions, however, the assessments states have chosen to implement because of NCLB are either nationally standardized achievement tests or state - developed standards - based tests — both of which are flawed.

Two kinds of standardized achievement tests commonly used for school evaluations are ill suited for that measurement.

By contrast, standardized achievement tests indicate how well a test taker has acquired knowledge and mastered certain skills.

As a consequence, students» performances on this type of instructionally insensitive test often become dependent on the very same SES factors that compromise the utility of nationally standardized achievement tests when used for school evaluation.

Over the years, developers of standardized achievement tests have learned that if they can link students» success on a question to students» socioeconomic status (SES), then about half of the test takers usually answer that item correctly.

So, producing score spread often preoccupies those who construct standardized achievement tests.

Statistically, a question that creates the most score spread on standardized achievement tests is one that only about half the students answer correctly.

Of these nine options, «improving students» scores on standardized achievement tests» came in last place with 69 percent support (36 percent strongly).

Students who use newspapers tend to score higher on standardized achievement tests — particularly in reading, math, and social studies — than those who don't use them.

In The Four - Day School Week, another School Administrator report, Jack McCoy, deputy director of learning services at the New Mexico Department of Education, said in his district's case attendance for teachers and students improved while scores on standardized achievement tests remained stable.

In 1989, students at Allen, a poor, inner - city school, ranked 28th out of 33 district schools on standardized achievement tests.

The results are consistent with other studies that show a substantial return (up to 50 percent of a standard deviation on standardized achievement tests) to achievement from observed classroom quality, with greater effects often accruing to children with higher levels of risk and disadvantage.

ITP faculty and staff currently develop the Iowa Assessments, which are among the most widely respected, standardized achievement tests in the world.

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.)

As it turned out, these were, in each case, standardized achievement tests (six schools used the Stanford Achievement Test 9; two used the Metropolitan Achievement Test 7; two used the California Achievement Test; two used the Northwest Evaluation Association Levels Test; and two used a district - normed test.)