Sentences with phrase «standardized measure of achievement»

Participants (179 fifth - grade boys and girls) completed repeated daily measures of peer victimization and negative affect; a standardized measure of achievement was collected concurrently.

As the first standardized measure of achievement, third grade scores represent everything that has occurred from birth through third grade.

Despite growing poverty, my great elementary school consistently scores well on standardized measures of achievement and surveys of student, community, and teacher satisfaction.

However, most of these tests are multiple choice, standardized measures of achievement, which have had a number of unintended consequences, including: narrowing of the academic curriculum and experiences of students (especially in schools serving our most school - dependent children); a focus on recognizing right answers to lower - level questions rather than on developing higher - order thinking, reasoning, and performance skills; and growing dissatisfaction among parents and educators with the school experience.

Not exact matches

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.

Associations Between Duration of Breastfeeding and Measures of Cognitive Ability, Teacher Ratings of School Performance, Standardized Tests of Achievement, and High School Success After Adjustment for Covariates

Associations Between Duration of Breastfeeding and Measures of Cognitive Ability, Teacher Ratings of School Performance, Standardized Tests of Achievement, and High School Success

Furthermore, these differences also correlated with one measure of academic achievement — performance on standardized tests.

«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.

... In the current study, academic achievement was measured with standardized tests administered in spring 2013, which was concurrent with the time of year when participation in the SBP peaked.

Results indicated that ADHD adults exhibited higher levels of original creative thinking on the verbal task of the ATTA (using a standardized measure of creativity) as well as higher levels of real - world creative achievement, in comparison to adults without ADHD.

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

«College and Career Ready» indicators: Many states already include AP, IB, ACT, and SAT achievement in their high school rating systems, and we heartily endorse all of these of these measures, especially those tied to achievement on AP / IB tests, which are precisely the sort of high - quality assessments that critics of dumbed - down standardized tests have long called for.

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.

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.

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.

Mostly based on «value added,» a statistical measure of the contribution the teachers make to student achievement on standardized tests.

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?

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.

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.

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).

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.

On the other, there are some who argue that standardized assessments provide the only measure of teacher effectiveness 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.

Instead of using standardized measures of student achievement, advocates sometimes design their own assessments in order to prove certification's value.

Measures of achievement, cognitive ability, and academic effort are standardized at each wave to have a mean of 0 and SD of 1.

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.

After analyzing a truly staggering amount of data, the researchers conclude that teacher effectiveness can be measured by using «value - added» analysis of student achievement growth on standardized tests.

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.

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.

Schools must use a range of assessment tools, not standardized tests alone, to measure students» «authentic» achievement levels, a new report by the National Association of Secondary School Principals concludes.

The report, released Wednesday, relies on standards used by the National Assessment of Education Progress, the only national - level standardized test, considered the gold standard for measuring actual student achievement.

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.)

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 achimeasures 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 achiMeasures 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 achimeasures, 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 %.

Expanding definitions of success is complicated because success defined broadly does not allow for the same methods to measure student academic achievement — standardized tests.

If you were to design a comparative study of differences in student achievement between school environments that use annual standardized tests and those that do not, what measures of achievement or other outcomes would you examine to reveal differences, and why?

There is good evidence that California's standardized tests are a poor measure of student achievement.

When asked about the problems associated with standardized testing — cheating, overtesting, blunt measures of student achievement — U.S. Secretary of Education Arne Duncan often points to a duo of «next - generation assessments» funded by federal money.

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 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.

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

You write, «I respectfully disagree with your suggestion that the closest thing states have to an objective measure of student achievement [value - added growth scores based on standardized tests] should not be part of the equation.»