Sentences with phrase «standardized achievement test results»

«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.

Not exact matches

In general, the results suggest that after adjustment for confounding, there were small but consistent tendencies for increasing duration of breastfeeding to be associated with increased IQ, increased performance on standardized tests, higher teacher ratings of classroom performance, and better high school achievement.

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 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.

Results from annual standardized tests can be useful for accountability purposes, but student progress must be measured on a far more frequent basis if the data are being used to inform instruction and improve achievement.

Most of these schools also regularly collect portfolios of student work in an attempt to go beyond standardized test results and provide richer measures of achievement.

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 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).

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

But for Principal Peggy Bryan and her staff, results from standardized tests are but a small piece in their ongoing efforts to assess student achievement and guide further progress.

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.

Attending a Boston charter school makes special education students 1.4 times more likely to score proficient or higher on their standardized tests, resulting in a 30 percent reduction of the special education achievement gap.

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).

We estimate racial / ethnic achievement gaps in several hundred metropolitan areas and several thousand school districts in the United States using the results of roughly 200 million standardized math and reading tests administered to public school students from 2009 - 2013.

Here is the description of Opt Out Orlando taken from their site: «Opt Out Orlando advocates for multiple measures of authentic assessments, such as a portfolio, non-high stakes standardized tests (Iowa Test of Basic Standards (ITBS) or the Stanford Achievement Test (SAT10)-RRB-, which are used to inform teachers» instruction of their students and which do not result in punitive consequences for students, teachers and schools.

... Although there are modest positive improvements within student achievement indicators,» standardized test results in Grade 10 math are down, as was Grade 9 credit accumulation.

Over the border in Georgia, Gwinnett County has developed a «Results - Based Evaluation System,» in which fully 70 percent of the score for schools and their principals is tied to student achievement, as assessed by indicators including standardized test scores and measures of where schools are in closing the achievement gap.

Standardized test results have been the defining measure of student achievement and school quality under the No Child Left Behind Act.

Administers standardized achievement tests, interprets results to determine learners» strengths and areas of need for initial, annual and triennial assessments.

The Wallace Foundation has produced study results indicating that when, (a) principals focus their efforts on improving instruction, (b) teachers trust the principal, and (c) the principal works to develop shared leadership within the building, higher scores on standardized tests of achievement result.

While Achievement First likes to brag that their students do better on standardized tests than students in their neighboring district schools, they fail to reveal that the get those results by refusing to provide educational services to broad social - demographic groups within the community.

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

ASCD believes that accurately assessing student achievement requires more than results on standardized tests in two or three subjects.

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.

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.

While the task force results may be eye - opening to the general public, they come as no surprise to local educators, who say they have known for years that the topics covered by New Jersey's High School Proficiency Assessment (HSPA), the standardized test used in grades 11 and 12 to measure achievement and required for graduation, is not a measure of college readiness.

Many states now require the use of value - added models in evaluations as a measure of the a teacher's or school leader's impact on student achievement, as determined by results on state standardized tests.

But when the researchers compared California schools districts, based on their English learners» standardized test scores and mastery of English proficiency, and then followed up with site visits and interviews with administrators, they discovered that many of the most successful districts viewed the Common Core as a means to higher achievement for these students, and used strategies in line with its goals to achieve their good results.

Although the Gates Foundation money is a tiny portion of the Hartford School System's total budget, by accepting the grant, the Hartford Board is committed to instituting more standardized testing (the NWEA MAP test), supporting the expansion of more charter slots (a gift for Jumoke and Achievement First) and attaching teacher evaluation results (From the Danielson / Teachscape programs) to the NWEA MAP and other standardized test data.

Mathematics Aptitude Tests Standardized mathematics aptitude test results should be used in basically the same way that the results of mathematics achievement tests are Tests Standardized mathematics aptitude test results should be used in basically the same way that the results of mathematics achievement tests are tests are used.

By examining the average achievement test results (45 % of the rating), the percentage of test scores that are below the acceptable provincial standards (45 % of the rating), and the difference between test scores based on gender (10 % of the rating), the Fraser Institute Report Cards develops a standardized «overall rating out of 10».

Administered standardized ability and achievement tests and interpreted results to determine student strengths and areas of need.