Sentences with phrase «term achievement test scores»

In addition we have an entire literature on pre-school and school choice suggesting that educational interventions can produce long - term success without improving short term achievement test scores (and vice versa).

Not exact matches

Paul Tough says his research shows that test scores are not good predictors of long - term achievement

For example, a student who begins the year at the 50th percentile on the state reading and math test and is assigned to a teacher in the top quartile in terms of overall TES scores will perform on average, by the end of the school year, three percentile points higher in reading and two points higher in math than a peer who began the year at the same achievement level but was assigned to a bottom - quartile teacher.

The achievement effects of choice programs after just one or two years may well turn out to be misleading indicators of the longer - term effects on test scores and attainment.

Since ESSA requires the use of proficiency rates, one design objective is a combination of measures on academic achievement to reduce both the short - term gaming around «bubble kids» (both real and perceived) and also the long - term incentive to lowball cut - scores for various achievement bands on statewide tests.

There are therefore several things to think about as we further explore the AEI study: long term outcomes do indeed matter a lot, especially for poor kids; if large test - score gains don't eventually translate into improved long term outcomes, it is a legitimate cause for concern; and we must stay open to the possibility that some programs could help kids immensely over the long haul, even if they don't immediately improve student achievement.

But, it raises profound challenges to the interpretation of score trends on high - stakes tests, to the meaning of achievement trend and gap reports in terms of percent proficient, to the interpretation of crossnational achievement comparisons, and to popular assumptions about testing of students in special populations (including some assumptions written into law).

The other good long term news is that Black and Hispanic students, who usually have much lower test scores than white students, are making greater long - term progress than whites — shrinking the achievement gap between whites and the other two groups.

For instance, the high school graduation rate is at a record high, and the test scores of Black and Hispanic students have outpaced those of white students on long - term measures of reading and math achievement.

Commit to embracing arts and arts integration as a long - term (3 + years) strategy to: decrease the achievement gap, increase standardized test scores, and improve school culture and academic improvement simultaneously.

The term «achievement gap» refers to the gap between the test scores of low - income students (or students of color) and their wealthier (or white) peers.

As reported in the Wall Street Journal, a rigorous long - term study found that TEP produced major achievement impacts, including test score gains equal to an additional 1.6 years of school in math, with significant gains in science and English.

These programs showed significant positive benefits in terms of student self - confidence, positive social behaviors, and achievement test scores.

We say that the difference between effective and ineffective teachers, at least in terms of raising test scores, isn't so wide since out of school factors dominate in terms of impacting achievement.

Texas ASCD's Whole Child approach is an effort to move from a focus on narrowly defined academic achievement as measured by test scores in core subjects to a broader definition that promotes the long - term development and success of all children.

These are institutions where the average test scores of incoming students indicate that they admit a wide range of students in terms of academic preparation and achievement.

Under the new standards, for the first time colleges of education will be required to track the performance of their graduates in K - 12 classrooms in terms of the growth in student achievement as measured by test scores and «other factors.»

Are you ready to pick one state over another in terms of the likelihood that one state has its average student scoring higher on the NAEP achievement tests than the other?

We know from the body of school choice research on the experimental effects on test scores that short term test scores may not be predictive of long term achievement or attainment.

According to the study, «These programs showed significant positive benefits in terms of student self - confidence, positive social behaviors, and achievement test scores» (David 84).

It does not improve long - term scores on achievement tests.

These outcomes were most consistent for school achievement and cognitive test scores, and appeared to be sustained into the long term.

These benefits of earnings supplement programs appear to be concentrated in school achievement and cognitive test scores and are sustained in the long term.

Children of parents in the couple - focused groups were at an advantage in terms of higher scores on individually administered achievement tests, and lower levels of aggressive behaviour at school.