Sentences with phrase «standardized achievement tests as»

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

Not exact matches

Breastfed children had higher mean scores on tests of cognitive ability; performed better on standardized tests of reading, mathematics, and scholastic ability; were rated as performing better in reading and mathematics by their class teachers; had higher levels of achievement in school - leaving examinations; and less often left school without educational qualifications.

«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.

Coleman found that variation in school resources (as measured by per - pupil spending and student - to - teacher ratios) was unrelated to variation in student achievement on standardized tests.

On the other hand, we did not meet our goal to shrink by a significant margin the achievement gap (as measured by state - level standardized tests) as was our hope.

To the extent the program involves student achievement, it bases awards on «student learning objectives» as «created by individual teachers, with the approval of site - based administrators»; these objectives «will be measured by a combination of existing assessment instruments, and teacher designed tools,» as well as by state standardized tests.

The achievement gap between middle - school students and K — 8 students is put in stark relief in Figure 1, which displays our estimates of the impact of attending a middle school on student achievement as measured by standardized tests in math and English Language Arts.

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.

And if the underlying measure of student achievement in these studies was standardized tests, as was surely the case in many of them, why are such tests acceptable as measures of teacher quality in studies that are meta - analyzed and used indirectly, but unacceptable when they are used directly to assess teacher quality in a structured research design?

Student achievement at schools operated by the Bureau of Indian Affairs as measured by scores on standardized tests is considerably lower than that of public schools, according to a report by the federal General Accounting Office.

This is important to know because research has shown that teachers» aptitude, as measured by scores on standardized tests, significantly affects student achievement.

But for Core proponents, the timing couldn't be worse: Just as states began implementing the new standards, 40 states receiving No Child waivers are also launching new systems to evaluate teachers, which will incorporate some measures of student achievement, including, where available, scores from standardized tests.

The costs of extra planning time are offset, however, by significant rewards, as evidenced by students» successes and their improved confidence and attitudes, as well as their achievement on standardized tests.

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

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.

The entire school reform movement is predicated on a hypothesis: Boosting student achievement, as measured by standardized tests, will enable greater prosperity, both for individuals and for the country as a whole.

Our primary outcome variable is student achievement as measured by performance on standardized tests.

While Prof. Greene positions himself as dedicated to scholarly rigor, he falls into his own logical trap when challenging our claims about states without teacher unions having the lowest achievement rate according to the measures favored by the standardized test proponents.

Students who use the voucher to enroll in private schools end up with much lower math achievement than they would have otherwise, losing as much as 13 percentile points on the state standardized test after two years.

From the implementation of the Common Core, to the recent debate surrounding teacher tenure, nearly every issue in public education today can be seen as a facet of a single, fundamental policy question: how should we use standardized assessments and the student achievement data these tests produce?

What is clear, however, is that both Catholic schools and voucher programs for low - income families show stronger effects on students» educational attainment than on their achievement as measured by standardized tests.

They cited three studies that supposedly found that there is «no or [a] negative relationship between teacher knowledge (as measured by GPA and standardized tests) and student achievement.»

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.

Debates about school choice policies often focus on their impacts on student achievement, typically as measured by standardized tests.

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).

I would welcome the opportunity to determine who on my staff would receive differentiated pay, especially if value - added student achievement and standardized test scores are tracked as a part of the measurement.

As someone responsible for students with learning disabilities and for closing the achievement gap, and as a school instructional leader, working toward eliminating standardized tests such as AP's and assessing department based learning outcomes, I am eager to learn more about three aspects of Finnish educatioAs someone responsible for students with learning disabilities and for closing the achievement gap, and as a school instructional leader, working toward eliminating standardized tests such as AP's and assessing department based learning outcomes, I am eager to learn more about three aspects of Finnish educatioas a school instructional leader, working toward eliminating standardized tests such as AP's and assessing department based learning outcomes, I am eager to learn more about three aspects of Finnish educatioas AP's and assessing department based learning outcomes, I am eager to learn more about three aspects of Finnish education:

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.

In high - poverty areas where progress has been made in closing achievement gaps, such as in Union City, N.J., and Clarke County, Ga., it wasn't a focus on standardized testing that worked.

Higher Achievement fostered improvements in both math and reading comprehension, as measured by standardized tests.

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 standardized tests.

These same schools report poor achievement by other major student groups as well, and have a set of characteristics associated generally with poor standardized test performance — such as high student - teacher ratios, high student enrollments and high levels of students living in or near poverty.

As well, CT showed larger effects on the mathematics achievement of special need students than that of general education students, the positive effect of CT was greater when combined with a constructivist approach to teaching than with a traditional approach to teaching, and studies that used non-standardized tests as measures of mathematics achievement reported larger effects of CT than studies that used standardized testAs well, CT showed larger effects on the mathematics achievement of special need students than that of general education students, the positive effect of CT was greater when combined with a constructivist approach to teaching than with a traditional approach to teaching, and studies that used non-standardized tests as measures of mathematics achievement reported larger effects of CT than studies that used standardized testas measures of mathematics achievement reported larger effects of CT than studies that used standardized tests.

What if the key to raising achievement (even as measured by standardized tests) was to have students engage in authentic, student - driven, choice - based, and fun learning?

They also embrace standardized testing as a way to measure student achievement, and both call for all states to participate in the National Assessment of Educational Progress (NAEP), called «the nation's report card,» which tests students in grades four, eight, and twelve in various subject areas.

In addition to examining principals» impact on student achievement on standardized tests, the study explored patterns of change in the composition of schools» teaching staff (reflecting the ability of effective principals to recruit and retain teaching talent), as well as the movement of principal talent across schools.

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 - noachievement 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 - noAchievement 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 teTest 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 - noAchievement Test 7; two used the California Achievement Test; two used the Northwest Evaluation Association Levels Test; and two used a district - normed teTest 7; two used the California Achievement Test; two used the Northwest Evaluation Association Levels Test; and two used a district - noAchievement Test; two used the Northwest Evaluation Association Levels Test; and two used a district - normed teTest; two used the Northwest Evaluation Association Levels Test; and two used a district - normed teTest; and two used a district - normed testtest.)

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.

Summary: Morgan Polikoff, an associate professor at the University of Southern California Rossier School of Education, is calling on the federal government to stop measuring student achievement based on the percentage of students who score as proficient on standardized tests.

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.

Hill, Ball and Brian Rowan find only modest links between measures of the mathematical knowledge that teachers need for teaching and their students» performance on standardized math tests, and the vaunted Measures of Effective Teaching project had to abandon its content knowledge for teaching measures, designed to assess some aspects of pedagogical content knowledge, as they were not associated with student achievement.

The most controversial of them include what is known as value - added models1 that use data from standardized tests of students as part of the overall measure of the effect that a teacher has on student achievement.

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.

If passed, this will take what was the state's teacher evaluation system requirement that 20 % of an educator's evaluation be based on «locally selected measures of achievement,» to a system whereas teachers» value - added as based on growth on the state's (Common Core) standardized test scores will be set at 50 %.

... 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.

KNOWLEDGE BRIEF 15 by Stephen Raudenbush Student scores on standardized tests are used as measures for teacher accountability, but, arguably, helping children score well on an achievement test is of little value in itself.

«The focus on just thinking about standardized test scores as being synonymous with achievement for teenagers is ridiculous, right?»

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.

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.