Sentences with phrase «study for standardized tests»

They voluntarily do their homework, study for standardized tests, and comply with strict accountability measures.

Not exact matches

We've partnered with industry leaders and certified instructors to create mobile test prep apps for more than 20 different fields of study, from standardized tests to highly - specialized certifications.»

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.

A 2009 study shows that homeschoolers are, on average, in the 84th percentile for all subjects on standardized tests.

It is still too early to say, however, whether the King - Devick test can replace other, more conventional concussion evaluations for young athletes, including the standardized assessment, despite its shortcomings in this study, Dr. Galetta cautioned.

The bill would ensure that schools can notify parents they can refuse to have their children in grades 3 - 8 participate in Common Core standardized tests, protects schools from having state aid withheld & ensures that students are not punished for their lack of participation in those tests, and it would set - aside alternate studies, Last year, parents of 60,000 students refused New York State Common Core tests.

Using validated, standardized tests for measuring the outcomes of patients with facial paralysis, experts who were naïve to the treatment patients received studied video documentation of a standardized sequence of facial expressions for each patient.

The researchers estimate that childhood lead levels at or above 5 micrograms per deciliter of blood accounted for as many as 25 percent of the children in the study failing reading and math standardized tests.

One study showed increased activity in the visual cortexes of participants (1) while other studies found increased creativity in university professors and students (measured by standardized tests for creativity).

The dinner before each study day was standardized for quantity and quality of food items (low - fiber and HGI carbohydrate sources) for all the subjects and before each test.

In «Learning from Rudolf Steiner: The Relevance of Waldorf Education for Urban Public School Reform,» a study published in 2008 in the journal Encounter: Education for Meaning and Social Justice, researcher Ida Oberman concluded that the Waldorf approach successfully laid the groundwork for future academics by first engaging students through integrated arts lessons and strong relationships instead of preparing them for standardized tests.

For example, the study compares results from schools that took several different standardized tests without making any effort to ensure that the results are comparable.

In a quasi-experimental study in nine Title I schools, principals and teacher leaders used explicit protocols for leading grade - level learning teams, resulting in students outperforming their peers in six matched schools on standardized achievement tests (Gallimore, Ermeling, Saunders, and Goldenberg, 2009).

Professors Develop Metrics for Teacher Performance The Dartmouth, 4/17/13 «Standardized test scores and student surveys successfully evaluate teacher effectiveness and identify the best educators, according to a study conducted by economics department chair Douglas Staiger and Harvard University education and economics professor Thomas Kane.»

High stakes testing policies requiring students to pass standardized tests for promotion and graduation deepen educational inequity between whites and minorities and widen the educational gap between affluent and impoverished students, according to two studies of education reform in Texas.

Sociologist Robert Carini's 2002 review of 17 studies found that «unionism leads to modestly higher standardized achievement test scores, and possibly enhanced prospects for graduation from high school.»

These patterns are consistent with the findings of a 1997 study by Dominic Brewer and Dan Goldhaber, which found that more in - class problem solving for American 10th - grade students in math is related to lower test scores on a standardized test.

Schools that report low achievement for English - language learners also report low test scores for white and African - American students, and share characteristics associated with poor performance on standardized tests, according to a study released by the Pew Hispanic Center.

Unfortunately, the author of this blog fails to mention that the Gates study relies on score gains on standardized tests to compare to other measures in order to test for reliability.

In their unpublished research, which is now being peer - reviewed, Waddington and Berends studied the standardized test scores of low - income, public school students (grades 3 - 8) who qualified for free or reduced - price lunch and who used a voucher to switch to a private school.

A College Board study that says grade inflation is rampant in high schools could be used as an argument for more standardized testing.

In general, studies indicated that high - stakes standardized basic skills tests led to: a) a narrowing of the curriculum, b) an overemphasis on basic skills and test - like instructional methods, c) a reduction in effective instructional time and an increase in time for test preparation, d) inflated test scores, and e) pressure on teachers to improve test scores (Herman & Golan, 1993; Nolen, Haladyna, & Haas, 1992; Resnick & Resnick, 1992; Shepard, 1991; Shepard & Dougherty, 1991, Smith, 1991; Smith, Edelsky, Draper, Rottenberg, & Cherland, 1990).

Last school year, the board approved eliminating standardized summative exams — those that test students» knowledge around the end of the school year — in social studies for all grades, and approved reducing science standardized summative tests from grades three through 11 to just grades four, six and 10.

In one study soon to be published in an education policy textbook co-edited with Carol Mullen, Education Policy Perils: Tackling the Tough Issues, I report on a study in which I predicted the percentage of students in grade 5, at the district level, who scored proficient or above on New Jersey's former standardized tests, NJASK, in mathematics language arts for the 2010, 2011, and 2012 school years for the almost 400 school districts that met the sampling criteria to be included in the study.

Studying elementary schools in Arizona, Smith (1991) found other negative effects of testing on teachers: «Testing programs substantially reduce the time available for instruction, narrow curricular offerings and modes of instruction, and potentially reduce the capacities of teachers to teach content and to use methods and materials that are incompatible with standardized testing formats» testing on teachers: «Testing programs substantially reduce the time available for instruction, narrow curricular offerings and modes of instruction, and potentially reduce the capacities of teachers to teach content and to use methods and materials that are incompatible with standardized testing formats» Testing programs substantially reduce the time available for instruction, narrow curricular offerings and modes of instruction, and potentially reduce the capacities of teachers to teach content and to use methods and materials that are incompatible with standardized testing formats» testing formats» (p. 8).

Preparing to become a teacher should not be reduced to a checklist of standardized tests and a mandated program of study with little room for electives.

This study found the percentage of students scoring «Proficient or Above» on standardized Language Arts and Mathematics Mississippi Curriculum Tests, Grade 4 Mississippi Writing Assessment Tests, and 5th Grade Mississippi Science Tests was significantly higher at schools participating in the Whole Schools Initiative that had effectively implemented the WSI integration model when compared to student performance statewide and when compared to district level student performance for the school district within which the WSI school was located.

We can also help you study for state standardized tests and SAT subject exams.

Connecticut Gov. Dannel Malloy has just asked for a «pause» in implementation of a controversial new teacher evaluation system that uses student standardized test scores to assess teachers as well creation of a task force to study the implementation of the Common Core State Standards.

Meanwhile, the GOP - authored House package bundles in accountability reforms for the state's growing private school voucher program sought by Democrats, allocating about $ 900,000 to study voucher students» gains or losses and requiring that voucher recipients in grades 3 - 12 participate in one designated standardized test for comparison purposes.

This situation introduces a set of challenging questions for teachers: «If I focus on the subjects the standardized tests evaluate, how can I teach other subjects — such as social studies and the arts — without trivializing them?

Charter proponents point to studies like the one from the Center for Research on Education Outcomes, which demonstrates better performance by some urban charter students on standardized tests.

The state standardized test scores that are posted in an easily digestible format on the state's website don't break out magnets unless magnets are a standalone school, such as Los Angeles Center for Enriched Studies on the Westside or Arroyo Seco Museum Science Magnet School in Highland Park.

One study out of Stanford University, which helped design the PACT, found that for each additional point an English Language Arts teacher scored on the exam, which is scored on a 44 - point scale, students averaged a gain of one percentile point per year on California standardized tests.

This belief is supported by a number of studies showing teachers» standardized test scores to be well below the average for all college graduates (see Corcoran, Evans, & Schwab, 2004).

For similar reasons, we completely stopped accepting SAT and ACT for admissions two years ago, after an internal study revealed standardized test scores are poor predictors of student success at HampshiFor similar reasons, we completely stopped accepting SAT and ACT for admissions two years ago, after an internal study revealed standardized test scores are poor predictors of student success at Hampshifor admissions two years ago, after an internal study revealed standardized test scores are poor predictors of student success at Hampshire.

«Texas was the canary in the coal mine for what later happened with No Child Left Behind,» says David Deming, author of the study, noting that Texas began statewide standardized testing in 1993, eight years before NCLB.

Often schools are reluctant to participate in experimental research studies for fear that the study will detract students from learning necessary content needed to pass standardized tests.

As teachers spent more time preparing students to take standardized tests, the curriculum was narrowed: Such subjects as science, social studies, and the arts were pushed aside to make time for test preparation.

According to a detailed study published by the non-partisan research organization, Connecticut Voices for Children, «many of the features of NCLB will remain in place even if a waiver is granted by the Obama administration, particularly the use of standardized testing to manage and evaluate schools and districts.»

Standardized tests with high stakes are bad for learning, studies show (Statesman, 3/10/2012) A National Academies of Science committee reviewed America's test - based accountability systems and concluded, «There are little to no positive effects of these systems overall on student learning and educational progress.»

This study compared standardized test scores in reading and math for second - and fifth - grade students from two similar technology - rich elementary schools in Miami Dade County, Florida.

Are you preparing for a particular standardized test or examination, but do not know what to study?

This absurd, unfair and ignorant policy is state law despite the fact that every academic study has shown that standardized test scores are driven primarily by poverty, language barriers and the impact of students with special education challenges... all factors for beyond the control of Connecticut's classroom teachers.

Students may spend 20 to 25 hours actually taking the math and ELA tests but a study, «TIME ON TEST: The Fixed Costs of 3 - 8 Standardized Testing in New York State», found that students had to wait over an hour each day for «testing related activities» — 20 minutes to prep room, 14 minutes to change locations for some students, 12 minutes to count and distribute the tests, ad naseum — to be comTesting in New York State», found that students had to wait over an hour each day for «testing related activities» — 20 minutes to prep room, 14 minutes to change locations for some students, 12 minutes to count and distribute the tests, ad naseum — to be comtesting related activities» — 20 minutes to prep room, 14 minutes to change locations for some students, 12 minutes to count and distribute the tests, ad naseum — to be completed.

The Stanford Achievement Test is a nationally standardized test for children in grades K - 12 covering language arts, math, science, social studies, and reading comprehensTest is a nationally standardized test for children in grades K - 12 covering language arts, math, science, social studies, and reading comprehenstest for children in grades K - 12 covering language arts, math, science, social studies, and reading comprehension.

Their study focused on 10 of Edison's oldest schools — all operating for at least four years — and compared student test data from the Edison schools with data on schools in the surrounding school districts as well as with state and national norms on standardized tests.

The Council of the Great City Schools just released a study of the nation's 66 largest school districts that revealed that students spend approximately 20 - 25 hours per school year taking these standardized tests, which amounts to 2.3 % of classroom time for the average 8th grader who will take about 112 of them between PreK and 12th grade, approximately 8 per year.

According to the published results, some of the more positive aspects of the study aside from the improvement in standardized test scores were greater access to books, an increased enthusiasm towards reading, more improved and numerous resources for teachers, and better familiarity with technological skills.

The number of high school students passing New York State's standardized tests, the Regents exams, is raised by as much as 10 percentage points if the teachers participated in Columbia University's Summer Research Program for Science Teachers, the study found.