Sentences with phrase «student scores on standardized tests in»

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Only about one black student in seven scores above the 50th percentile on standardized college admissions tests.

Finally, in Houston in 2010 — 11, he gave cash incentives to fifth - grade students in 25 low - performing public schools, as well as to the parents and teachers of those students, with the intent of increasing the time they spent on math homework and improving their scores on standardized math tests.

And a 2014 study of student performance at schools in California and New York, conducted by the American Institutes for Research, found that attending deeper - learning schools had a significant positive impact, on average, on students» content knowledge and standardized - test scores.

Officials say changes Illinois has made in how it categorizes student performance — called cut scores - on standardized tests mean parents and community members must look beyond the report to evaluate how well the...

And especially in this moment when we really care a lot about accountability in schools, there has been an increasing emphasis on finding measures — like a student's standardized test scores — to tell us if a teacher is a good teacher.

Share Our Strength's No Kid Hungry campaign reported in 2013 that on average, students who eat school breakfast attend 1.5 more days of school per year and score 17.5 percent higher on standardized math tests; when combined, these factors translate into a student being twenty percent more likely to graduate high school.

For example, in the current state budget, Cuomo and lawmakers enacted amendments to the Board of Regents» implementation of the Common Core, specifically prohibiting students» standardized test scores from being included on their permanent records or used in promotion decisions.

His proposals to determine the fate of teachers» pay and jobs and schools» funding and survival based on students» standardized test scores look like more pay - to - play politics in Albany.

Though the student bodies in her schools have an overall poverty rate of 77 percent, they regularly register among the highest - scoring schools on standardized math and reading tests.

Under the current teacher and principal evaluation system, students» growth scores — a state - produced calculation that quantifies students» year - to - year improvement on standardized tests while controlling for factors like poverty — make up 20 percent of evaluations for teachers whose courses culminate in the state tests.

Whatever the parties negotiate or King decides, the evaluation system will be based 20 percent on standardized test scores when applicable, 20 percent on other evidence of student learning and 60 percent on classroom observation and other measures of teacher effectiveness, in keeping with the 2010 state law on teacher evaluation.

It gave former Mayor Bloomberg outsize power over the system, and helped make sure that teachers, parents and advocates had to fight at meetings, on the streets and in the courts to block his efforts to close schools and establish standardized test scores as the only measure of students and teachers.

They carefully matched these FRI students with peers who did not participate but were otherwise comparable in terms of socioeconomic background, gender, race, ethnicity, scores on standardized tests and other factors.

Students who consumed breakfast tested higher in standardized test scores, were absent less from school and were more on time to class.

Students score higher on standardized tests, engage in healthier behaviors at home, increase their community involvement, and report more engagement in the classroom.

Students who attend five charter schools in the San Francisco Bay area that are run by the Knowledge Is Power Program, or kipp, score consistently higher on standardized tests than their peers from comparable public schools, an independent evaluation of the schools concludes.

After extensive research on teacher evaluation procedures, the Measures of Effective Teaching Project mentions three different measures to provide teachers with feedback for growth: (1) classroom observations by peer - colleagues using validated scales such as the Framework for Teaching or the Classroom Assessment Scoring System, further described in Gathering Feedback for Teaching (PDF) and Learning About Teaching (PDF), (2) student evaluations using the Tripod survey developed by Ron Ferguson from Harvard, which measures students» perceptions of teachers» ability to care, control, clarify, challenge, captivate, confer, and consolidate, and (3) growth in student learning based on standardized test scores over multiple years.

The companies should be required to then forward these instructional data, along with test scores, subscores on specific components of the test, and student demographic information, to the state in a standardized format.

Yet, student scores on the state's standardized tests in reading, writing, and mathematics exceed the state average.

There is precious little research demonstrating the value of school counselors on student achievement ~ with good reason it is difficult to demonstrate the impact of counselors on standardized test scores ~ which have come to define achievement in recent years.

The schools that agreed to participate in the study included 22 open - enrollment district schools, five oversubscribed charter schools, two exam schools to which students are admitted based on their grades and standardized test scores, and three charter schools that were not oversubscribed at the time the 8th - grade students in our study were admitted.

And it seems to be working: In spring 2007, Enota students scored higher in math on the Criterion - Referenced Competency Test (CRCT, Georgia's annual standardized exam) than any other school in the districIn spring 2007, Enota students scored higher in math on the Criterion - Referenced Competency Test (CRCT, Georgia's annual standardized exam) than any other school in the districin math on the Criterion - Referenced Competency Test (CRCT, Georgia's annual standardized exam) than any other school in the districin the district.

Back when I was a classroom teacher, my principal — to whom I rarely spoke — came by one day to tell me that one of my math students had gotten the highest score in the school on a standardized math test.

Haney and others have concluded that this policy change artificially drove up 4th - grade test scores, because it removed from the cohort of students tested those who were retained in 3rd grade, the very students most likely to score the lowest on standardized tests.

Achieving these expectations results in students who score well on standardized tests and go to college.

In addition to modeling lessons for teachers and working with small groups of students, the skills specialists also regularly analyze student scores on diagnostic, formative, and standardized tests across classrooms, subjects, and grades.

Since NCLB, there has been increased pressure on such programs to prove their relevance in education by quickly improving students» grades and standardized test scores.

In short order, he declared that students whose scores did not reach a certain level on standardized tests would be required to go to summer school and could be held back a year.

Granted, the fabulous standardized test scores of those high - performing charter networks who take on this special ed challenge may not be as uniformly high — at least in the short term, but when one in every twenty public school students now attends a charter, the movement is mature and entrenched enough to move to the next stage of reform for both moral and political reasons.

The Fairfax County (Virginia) Public Schools turned to more frequent assessments in part because officials reportedly noted that in some schools minority students were scoring lower on standardized tests than non-minority students.

In more affluent schools, parents are likely to oppose measures that increase the focus on standardized test scores at the cost of student satisfaction.

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).

Far too many of our students score in the bottom category on standardized tests, too few are Proficient and Advanced, and our student suspension rate is too high.

,» published by the Consortium on Chicago School Research, students whose teachers routinely gave «authentic intellectual assignments» increased their scores on the Iowa Test of Basic Skills (a widely used standardized test) by 20 percent more than the average increase in scores nationaTest of Basic Skills (a widely used standardized test) by 20 percent more than the average increase in scores nationatest) by 20 percent more than the average increase in scores nationally.

Cambridge, MA — A new study finds that 8th grade students in the U.S. score higher on standardized tests in math and science when their teachers allocate greater amounts of class time to lecture - style presentations than to group problem - solving activities.

But, Esquith's students also attend school six days a week, score in the top five to ten percent nationally in standardized tests, and go on to some of the best universities in the country.

We analyzed test - score data and election results from 499 races over three election cycles in South Carolina to study whether voters punish and reward incumbent school board members on the basis of changes in student learning, as measured by standardized tests, in district schools.

And on the Massachusetts Comprehensive Assessment System (MCAS)- the state's standardized test, first administered in the spring of 1998 - Worcester public school students in different grade levels were 8 to 20 percentage points less likely to score at or above proficiency than were students statewide.

Of these nine options, «improving students» scores on standardized achievement tests» came in last place with 69 percent support (36 percent strongly).

The Singapore texts and methods were so effective in College Gardens that the scores of students there on the math computation portion of the standardized Comprehensive Tests of Basic Skills (CTBS) rose from the 50th and 60th percentiles to the low 90s in the first 4 years they were used.

More than 90 percent of Southern students» scores on standardized tests in the 1986 - 87 school year were at or above national averages, a report by the Southern Regional Education Board has found.

SGPs calculate how a student's performance on a standardized test compares to the performance of all students who received the same score in the previous year (or who have the same score history in cases with multiple years of data).

The Beaverton School District did just that four years ago when it started Summa Options, a program of advanced curriculum for students who score in the 99 percentile on standardized reading and math tests or a test of cognitive ability.

According to a 2002 study of children in Dane County, Wisconsin, by urban - policy consultant David Rusk, low - income children at schools with a middle - class majority scored 20 - 32 percent higher on standardized tests compared with what their scores would be at schools with a lower percentage of middle - class students.

Students who use newspapers tend to score higher on standardized achievement tests — particularly in reading, math, and social studies — than those who don't use them.

A successful undergraduate teacher in, say, introductory biology, not only induces his or her students to take additional biology courses, but leads those students to do unexpectedly well in those additional classes (based on what we would have predicted based on their standardized test scores, other grades, grading standards in that field, etc.) In our earlier paper, we lay out the statistical techniques [xi] employed in controlling for course and student impacts other than those linked directly to the teaching effectiveness of the original professoin, say, introductory biology, not only induces his or her students to take additional biology courses, but leads those students to do unexpectedly well in those additional classes (based on what we would have predicted based on their standardized test scores, other grades, grading standards in that field, etc.) In our earlier paper, we lay out the statistical techniques [xi] employed in controlling for course and student impacts other than those linked directly to the teaching effectiveness of the original professoin those additional classes (based on what we would have predicted based on their standardized test scores, other grades, grading standards in that field, etc.) In our earlier paper, we lay out the statistical techniques [xi] employed in controlling for course and student impacts other than those linked directly to the teaching effectiveness of the original professoin that field, etc.) In our earlier paper, we lay out the statistical techniques [xi] employed in controlling for course and student impacts other than those linked directly to the teaching effectiveness of the original professoIn our earlier paper, we lay out the statistical techniques [xi] employed in controlling for course and student impacts other than those linked directly to the teaching effectiveness of the original professoin controlling for course and student impacts other than those linked directly to the teaching effectiveness of the original professor.

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).

Although more than half the students who spend an extra year in the same grade and attend summer school improve their scores on standardized tests, the remaining students held back continue to struggle.

In 1995, according to Dayton Public School Superintendent, James Williams, Allen Elementary ranked first in the district on standardized test scores; student absenteeism was the lowest in the district; 87 percent of the students regularly submitted homework; and only 8 students were suspended for bad behavioIn 1995, according to Dayton Public School Superintendent, James Williams, Allen Elementary ranked first in the district on standardized test scores; student absenteeism was the lowest in the district; 87 percent of the students regularly submitted homework; and only 8 students were suspended for bad behavioin the district on standardized test scores; student absenteeism was the lowest in the district; 87 percent of the students regularly submitted homework; and only 8 students were suspended for bad behavioin the district; 87 percent of the students regularly submitted homework; and only 8 students were suspended for bad behavior.

In The Four - Day School Week, another School Administrator report, Jack McCoy, deputy director of learning services at the New Mexico Department of Education, said in his district's case attendance for teachers and students improved while scores on standardized achievement tests remained stablIn The Four - Day School Week, another School Administrator report, Jack McCoy, deputy director of learning services at the New Mexico Department of Education, said in his district's case attendance for teachers and students improved while scores on standardized achievement tests remained stablin his district's case attendance for teachers and students improved while scores on standardized achievement tests remained stable.