Sentences with phrase «student gain scores»

This statistical methodology introduced a new paradigm for predicting student academic progress and comparing the prediction to the contribution of individual teachers (or value added) as measured by student gain scores.

Not exact matches

Students who no longer needed their books would gain extra cash and their peers would score big discounts.

A high IELTS score is a must to gain entry into any educational institution in the UK for the international students.

A four - year moratorium on use of student scores on Common Core state tests to evaluate job performances by teachers and principals gained quick and overwhelming preliminary approval Monday from the state Board of Regents.

She managed the historic introduction of universal pre-K and oversaw significant gains in student achievement from test scores to high school graduation rates.

The scores of last year's MCAS tests given to Springfield school students rose across the board at a higher rate than the gain recorded by school districts statewide, and the dropout rate has fallen more than any other school system in the state.

Students who practiced the Transcendental Meditation program showed significant increases in math and English scale scores and performance level scores over a one - year period.A significant portion of the meditating students — 41 percent — showed a gain of at least one performance level in math, compared to 15 percent of the non-meditating students in the control group.Among the students with the lowest levels of academic performance, «below basic» and «far below basic,» the meditating students showed a significant improvement in overall academic achievement compared to students in the control group, which showed only a sligStudents who practiced the Transcendental Meditation program showed significant increases in math and English scale scores and performance level scores over a one - year period.A significant portion of the meditating students — 41 percent — showed a gain of at least one performance level in math, compared to 15 percent of the non-meditating students in the control group.Among the students with the lowest levels of academic performance, «below basic» and «far below basic,» the meditating students showed a significant improvement in overall academic achievement compared to students in the control group, which showed only a sligstudents — 41 percent — showed a gain of at least one performance level in math, compared to 15 percent of the non-meditating students in the control group.Among the students with the lowest levels of academic performance, «below basic» and «far below basic,» the meditating students showed a significant improvement in overall academic achievement compared to students in the control group, which showed only a sligstudents in the control group.Among the students with the lowest levels of academic performance, «below basic» and «far below basic,» the meditating students showed a significant improvement in overall academic achievement compared to students in the control group, which showed only a sligstudents with the lowest levels of academic performance, «below basic» and «far below basic,» the meditating students showed a significant improvement in overall academic achievement compared to students in the control group, which showed only a sligstudents showed a significant improvement in overall academic achievement compared to students in the control group, which showed only a sligstudents in the control group, which showed only a slight gain.

They scale the gain in black students» scores by the standard deviation of test scores computed for a select sample of students, and observe that the gain in their scores due to attending private school is «roughly one - third of the test - score gap between blacks and whites nationwide.»

Doctoral student Helen Malone has been researching time and learning and says that because this is so new, «there's no rigorous data yet, but what they are finding is that kids are making significant gains on standardized test scores.»

The largest gains for the test — the Kentucky Instructional Results System, or KIRIS — came in reading and mathematics, with fewer students scoring at the «novice,» or lowest, level and more students scoring at the «proficient» and «distinguished» levels.

And some observers have speculated that the exceptional gains observed in Florida could be explained by a change in rules regarding the test scores of high - mobility students who move in and out of schools and districts often.

If the same approach is applied to the STAR sample to adjust for the fact that some students did not enroll in the class they were assigned to - and a comparable sample of low - income black students is used - the gains in test scores after two years of attending a small class (average of 16 students) as opposed to a regular - size class (average of 23 students) is 9.1 national percentile ranks in reading and 9.8 ranks in math.

When comparable samples and measuring sticks are used, the improvement in test scores for black students from attending a small class based on the Tennessee STAR experiment is about 50 percent larger than the gain from switching to a private school based on the voucher experiments in New York City, Washington, D.C., and Dayton, Ohio.

After controlling for average class size, per - pupil spending in 1998 - 99, the percentage of students with disabilities, the percentage of students receiving a free or reduced - price school lunch, the percentage of students with limited English proficiency, and student mobility rates, high - scoring F schools achieved gains that were 2.5 points greater than their below - average D counterparts in reading (see Figure 2).

Even if we ignore the fact that most portfolio managers, regulators, and other policy makers rely on the level of test scores (rather than gains) to gauge quality, math and reading achievement results are not particularly reliable indicators of whether teachers, schools, and programs are improving later - life outcomes for students.

Gains in student test scores also outpaced previous levels as well as the increases in district scores, he added.

Students of teachers who had completed an online professional - development course about fractions made test - score gains that were similar to those of students taught by teachers who had taken the same course inStudents of teachers who had completed an online professional - development course about fractions made test - score gains that were similar to those of students taught by teachers who had taken the same course instudents taught by teachers who had taken the same course in person.

Finally, while exam - school students have considerably higher fluid cognitive skills (as would be expected of students who gain admission via test scores and grades), attending one of these locally renowned schools in the company of other bright students confers no systematic advantage.

While these schools succeed in generating test - score gains for students of all cognitive abilities, it is still the case that students with strong fluid cognitive skills learn more.

A compelling way to see this is to look at the relationship across schools between the average test - score gain students make between the 4th and 8th grade and our summary measure of their students» fluid cognitive ability at the end of that period (see Figure 2).

Another idea for entrepreneurs: build a web site where students or their parents can enter their test scores themselves, and provide a prediction for the types of colleges where they are likely to gain acceptance.

In addition, the differences in test - score gains between bottom - and top - quartile students on each non-cognitive skill amount to almost a full year's worth of learning in math over the middle school years.

I first analyze changes over time in the FCAT test scores of students in their initial 3rd - grade year in order to discern the extent to which Florida's elementary - school students made true achievement gains during the period in question.

To identify the policy's average impact, we compared the gains in developmental - scale scores made by students who first entered 3rd grade in 2002 and scored below the FCAT benchmark with gains made by students who first entered 3rd grade in 2001 and scored below the FCAT benchmark.

This statistically significant difference of -0.23 standard deviations is in the opposite direction of that expected, based on the student - level relationships between self - control and test - score gains displayed above.

Each student's score also is analyzed in terms of year - to - year gains and compared to test norms.

But gains in precision obtained by increasing the number of students observed will be offset by losses associated with failing to control for baseline test scores.

Last week Rocketship Education announced the results of an independent 16 - week study by SRI International that showed that students who had greater access to online instruction in math, specifically a learning program called Dreambox Learning, achieved significant gains in mathematics scores.

We measure FCAT performance using developmental - scale scores, which allow us to compare the test - score gains of all the students in our study, even though they took tests designed for different grade levels.

benchmark with gains made by students who first entered 3rd grade in 2001 and scored below the FCAT benchmark.

Despite making far larger test - score gains than students attending open - enrollment district schools, and despite the emphasis their schools place on cultivating non-cognitive skills, charter school students exhibit markedly lower average levels of self - control as measured by student self - reports (see Figure 2).

Figures 1a, 1b, and 1c compare the average number of absences, the share of students who were suspended, and the average test - score gains between fourth and eighth grade of students who ranked in the bottom - and top - quartile on each skill.

The growth in NAEP scores of the highest - performing students in Texas and the nation essentially mirrors the gains made by student groups that were focal to the policy goals of NCLB.

Gains among Texas fourth graders were sustained over a longer period of time, but also show evidence of little growth since 2005, with Hispanic and the lowest - performing students actually scoring lower in the latest assessments than in 2007.

Specifically, I separated out the effects on test - score gains of a student's race and ethnicity, as well as accounted for the influence of a student's peers, by evaluating the influence of demographic characteristics of the student body, including average income level and percentage of minority students.

Since the passing percentage does not reveal what happened to all students, the graph reports average scores for the two years, a more conservative presentation of the gains than one based on passing rates.

By looking at the individual test scores of each student in Florida, Winters is able to identify gains in performance at the 3rd grade level that were not influenced by the «anti-social promotion» policy.

During this same period, high - performing urban charters grew rapidly and produced exceptional gains in test scores and college enrollment rates for black and Latino students.

In fact, with the possible exception of minority boys from the Caribbean, schools whose student population had shifted from white working class to minority were usually schools with high gain scores.

At the 4th grade level in math and reading, D.C. students gained 6 scale score points between 2007 and 2009, while the average gain in the other districts was only 1 point and 2.2 points, respectively.

Waldfogel noted that trends in black - white test scores over the last 30 years indicate that we may be entering a period of steady gains among black students in America.

Students in states with «report card» systems, where scores are publicly reported but no consequences are attached to performance, fell in the middle: they could expect to gain 1.2 percent in achievement between grades 4 and 8, over and above what they would normally learn from grade to grade.

Performance - based accountability evaluates teachers» effectiveness through a comprehensive, research - based system that combines such criteria as position responsibilities, classroom observations, and students» gains in test scores.

For example, during the Rhee years, 4th - grade students, in both reading and math, gained an average of 3 points each year relative to the scores earned by students nationwide, a gain twice that of Rhee's predecessors.

A leading test publisher, aiming to refute charges that standardized - test scores are inflated, has found in a new study that elementary - school students registered substantial gains in basic - skills achievement over the past decade.

The authors did find that test score gains for lower - scoring students in lower - performing schools resulted in higher earnings for those students.

By comparing each student's gain to gains among students who performed at a similar level and would have experienced a similar, natural shift toward the average score, I can better separate legitimate test - score gains and losses from change associated with mean reversion.

An analysis of test score gains made by students in 49 countries which was published in Ed Next last year found that students in the U.S. were not on track to close the global achievement gap.

These new systems depend primarily on two types of measurements: student test score gains on statewide assessments in math and reading in grades 4 - 8 that can be uniquely associated with individual teachers; and systematic classroom observations of teachers by school leaders and central staff.

If this practice were the case, the greatest fall - to - spring achievement gains would occur among students around the threshold, while other students would struggle to match expected test - score gains.