Sentences with phrase «standardized achievement tests shows»

A study of homeschooled student scores on standardized achievement tests shows higher scores than the general population (National Home Education Research Institute, 1997).

Not exact matches

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

Table 1 shows clear and highly significant (P <.0001) tendencies for increasing duration of breastfeeding to be associated with higher scores on measures of cognitive ability, teacher ratings of performance, standardized tests of achievement, better grades in School Certificate examinations, and lower percentages of children leaving school without qualifications.

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

Sacks also challenges the supposed objectivity of standardized tests and shows how repeated administration of very similar tests produces test - score increases that may have little to do with real changes in achievement.

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.

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).

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.

First - year scores on the new standardized tests aligned to the Common Core standards showed that 34 percent of California's students met achievement targets in math, and 44 percent met achievement targets in English language arts.

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 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.

A recent Stanford study on achievement gaps shows that African - Americans perform worse academically when it comes to standardized tests, class work, attendance and enrollment in honors, Advanced Placement (AP) and college classes.

Despite promises from achievement school district backers that some of Tennessee's most troubled schools would be vaulted into the top 25 percent of schools statewide, standardized testing scores have shown no «statistically significant» difference in the district's schools, according to Henry's research.

At a time when a recent report shows that teachers are less satisfied with their jobs than they have been in decades, Mieliwocki acknowledged the challenges that the profession faces and the narrow focus on student achievement and teacher evaluations as measured by standardized tests.

These schools — run by Achievement First — have shown repeated success in bringing academic excellence to public schooling through standardized curriculum and utilizing aggressive testing.

For decades, the standardized test scores of California students have shown that achievement gaps based on race, ethnicity and class — while troubling — tended to narrow over time.

So far, there are no concrete district data to show whether the more play - based kindergarten program is improving academic achievement as measured by standardized state tests.

Other members, including Connecticut's superintendents» and boards of education associations (CAPSS and CABE), maintain that standardized test scores must still be included because they show «student achievement growth.»

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

Educational outcomes are shaped by many factors, but research shows that teacher quality is the most important in - school factor influencing student achievement.59 Of course, other out - of - school factors, which are often caused by poverty, can also influence student outcomes.60 Because teacher quality has been shown to have a measurable impact on standardized test scores, some academics have started trying to directly measure the impact of Act 10 on student outcomes by examining how students fared on standardized tests after its passage.

Measuring Academic Performance: The Case for Focusing on Grades Despite all the attention to standardized tests, a growing body of research shows that achievement test scores are not strong predictors of whether students will graduate from high school or college.

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.

Self - described education «reformers» advocate top - down overhauling of systems, using standardized testing in math and English as the primary measure of student and teacher performance and success, and using competition to leverage change, although neither approach has been shown to improve student achievement.

WHEREAS, Numerous research studies conducted in the states of Alaska, Colorado, Iowa, Kentucky, Massachusetts, Michigan, New Mexico, Oregon, Pennsylvania, and Texas have shown a high correlation between exemplary school library programs led by a certified school librarian and student achievement on state standardized tests; and

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.

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).