Sentences with phrase «strong academic scores»

Within those successes, there were some surprises such as a school that did better than expected or another that had strong academic scores but lower scores on other metrics.

Not exact matches

In our two previous research collaborations with the Skills for Life team, we already had shown that mental health problems are quite common, are among the strongest predictors of poor attendance, poorer grades, and lower scores on standardized tests, and that improved mental health scores are powerful predictors of improved academic outcomes.»

And the evidence on the importance of teacher academic proficiency generally suggests that effectiveness in raising student test scores is associated with strong cognitive skills as measured by SAT or licensure test scores, or the competitiveness of the college from which teachers graduate.

These strong long - term outcomes — which tend to be much more significant than any short - term test - score gains — likely reflect Catholic schools» focus on discipline and character as much as their excellent academics.

Additionally, the power of strong signals of academic performance — enabled by meaningful grades and test scores — has greater importance for students trapped in low - performing schools.

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).

Existing empirical evidence, however, does not find a strong role for measured characteristics of teachers — such as teacher experience, education, and test scores of teachers — in the determination of academic achievement of students.

In Tulsa, Oklahoma, New Jersey, and Boston, pre-kindergarten programs demonstrate impressive outcomes that include positive effects on math scores, grade retention, and chronic absenteeism at the end of grade 8; increased achievement on language arts, literacy, math, and science, as well as decreased grade retention and special education placement at the end of grade 5; and stronger than typical impacts on academic readiness (effect sizes in the 0.4 — 0.6 range) at school entry.

This study builds on a previous REL Northwest study that found high school GPA was a stronger predictor of college academic performance than scores on standardized college entrance exams among first - time students at the University of Alaska.

The northwest Tennessee district has maintained a trajectory of increasing academic expectations for many years, netting strong gains in math over the last three years and ACT test scores above the state average.

Rather, students with low test scores and grades and certain other characteristics are generally tracked into remedial courses, and those with stronger academic backgrounds are tracked into advanced courses.

In middle and high schools, students with low test scores and grades and certain other characteristics are generally tracked into remedial courses, and those with stronger academic backgrounds are tracked into advanced courses.

This book makes a strong case for moving away from using only student academic assessment scores as indicators of a school's quality.

For example, high - scoring countries tend to recruit and retain talented teachers and help them continually improve their classroom skills; they also combine clear, ambitious academic standards for all students with a strong degree of autonomy at the local school level, argues Schleicher, of the OECD.

The network's academic strategy has coincided with strong student test scores.

Strong progress with high test scores means students have strong academic skills and the school is a doing a better job at supporting academic growth than most other scStrong progress with high test scores means students have strong academic skills and the school is a doing a better job at supporting academic growth than most other scstrong academic skills and the school is a doing a better job at supporting academic growth than most other schools.

Demonstrate a proven record of strong academic achievement as demonstrated by current academic transcripts and standardized test scores

Examining test scores in all 50 states, David Madland and Nick Bunker find that a stronger American middle class is associated with higher levels of academic achievement.

High progress with high test scores means students have strong academic skills and the school is a doing an excellent job at supporting academic growth compared to most other schools.

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.

The experience of KIPP charter schools indicates students with a stronger academic profile (including higher SAT scores), but lacking in specific character traits, were more likely to drop out

Excepting stronger indications of academic test scores for general health and mental well - being for the earlier 1958 birth cohort, and of socioeconomic deprivation for the general health of women, differential associations of the childhood measures with adult health are not apparent by gender, or between the 1958 and 1970 birth cohorts.

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).