Sentences with phrase «test of academic performance»

The study effectively compared the academic performance of all four groups according to results of a general test of academic performance which all ninth grade students in Denmark (at age 15 - 16 years) complete.

The systems of schooling in Shanghai (China) Finland, Japan, Singapore, and Ontario (Canada) are analyzed, since students in those countries or provinces consistently outperform American students on international tests of academic performance.

Not exact matches

Improved academic performance is just one of the many positive impacts school breakfast has on students, and test - staking season certainly highlights that aspect.

The design of this study made it possible to examine 1) the extent to which benefits of breastfeeding on cognitive ability and achievement were evident throughout middle childhood, adolescence, and into young adulthood; and 2) the extent to which breastfeeding was related to a range of indices of academic achievement that included performance on standardized tests, teacher ratings of academic achievement, and levels of success in examinations on leaving school.

Over the period from 8 to 18 years, sample members were assessed on a range of measures of cognitive and academic outcomes including measures of child intelligence quotient; teacher ratings of school performance; standardized tests of reading comprehension, mathematics, and scholastic ability; pass rates in school leaving examinations; and leaving school without qualifications.

National studies show that students who eat school breakfast are more likely to: reach higher levels of math achievement; score higher on tests; have better concentration, memory and alertness, improved attendance, behavior, and academic performance; and maintain a healthy weight

It came after a cascade of dissent from parents and teachers, steadily growing since tests aligned with the Common Core academic standards were introduced into classrooms in the 2012 - 13 school year and since the state toughened its evaluation laws, with an increasing amount of educators» job ratings linked to student performance on exams.

Last week's big news included the release of New York students» academic test performance.

The quality of standardized tests and the English language proficiency of students also need to be considered, Rumore said, as well as how to evaluate teachers on the academic performance of special education students.

Furthermore, these differences also correlated with one measure of academic achievement — performance on standardized tests.

Scholarly articles published by over 20 researchers in Monographs, titled «The Relation of Childhood Physical Activity to Brain Health, Cognition and Scholastic Achievement» indicate that while physical activity in schools has diminished in part because of a growing emphasis on student performance and academic testing, decreased physical activity is actually related to decreased academic performance.

«Assisted reproduction not associated with reduced academic performance in adolescence: US Nationwide analysis of more than 8,000 ART children finds no difference in educational test scores.»

Using methodology developed with Ed School Lecturer Terrence Tivnan, he compared the «academic rating» that admissions officers assign to applicants (a combination of grades, test scores, teacher recommendations, etc.) with their actual academic performance once they enrolled at Middlebury.

Indeed, my results confirm that a teacher's gender does have large effects on student test performance, teacher perceptions of students, and students» engagement with academic material.

There is no evidence that high school students who enroll in college - level courses such as Advanced Placement or International Baccalaureate classes improve their academic performance in college unless they take the tests offered at the end of each course, says a study by researchers at the University of California, Berkeley.

«Many schools have given kids grades for academic performance and grades for effort, and there are lots of practices that reflect a recognition of the importance of skills not directly measured by tests.

The assessment will continue to use performance standards — basic, proficient, and advanced — and a mix of multiple - choice and open - response test items in assessing the academic achievement of U.S. students.

The GRC compares academic achievement in math and reading across all grades of student performance on state tests with average achievement in a set of 25 other countries with developed economies that might be considered economic peers of the U.S..

At least one of the two new assessment - development consortia could — probably in the name of «performance assessment» and «career readiness» — easily drown in the soft stuff, in which case the tests it is building may not do justice to the academic standards with which they are meant to be aligned.

Educational researchers David C. Berliner and Audrey L. Amrein, both from Arizona State University, published in 2002 a report on «The Impact of High - Stakes Tests on Student Academic Performance.»

Several factors affect poor children's academic performances, and more money doesn't always close the gap between their test scores and the scores of their white, middle class counterparts, Neill told Education World.

«Texas is frequently heralded as a successful model for the nation of how tests can improve the academic performance of students, particularly poor and minority students,» says Gary Orfield, co-director of The Civil Rights Project.

Creative programmes can offer a counter balance to testing and while their impact on academic performance is more difficult to measure their value in terms of cognitive development and emotional literacy is tangible.

A student of average motivation (he understands the importance of academic performance and wants to do well in school) has set a goal to get a good grade on an upcoming test.

To create such programs, states and districts must identify the most important elements of student performance (usually academic achievement), measure them (usually with state tests), calculate change in performance on a school - by - school basis, and provide rewards to schools that meet or beat performance improvement targets — all of which must be backed by system supports that enable all schools to boost results.

In most cases, however, student underachievement, particularly in reading, can be identified by testing skills in the academic domain in question; by direct comparisons of the student's age and grade with speaking, reading, writing, and math skills; or simply by uneven overall performance regardless of IQ level.

Is it possible for students to get the same or better scores on an AP test with a well - designed project - based learning course when compared with students of similar backgrounds and prior academic performance who are taking a traditionally taught course?

Participation in afterschool programs is influencing academic performance in a number of ways, including better attitudes toward school and higher educational aspirations; higher school attendance rates and lower tardiness rates; less disciplinary action, such as suspension; lower dropout rates; better performance in school, as measured by achievement test scores and grades; significant gains in academic achievement test scores; greater on - time promotion; improved homework completion; and deeper engagement in learning.

Using students» test scores as one part of evaluations for teachers, principals, and superintendents is associated with better academic performance at schools serving the middle grades, a report released this week has found.

While PISA is a test of everyday knowledge, TIMSS measures performance on the sorts of academic disciplines students are normally taught in school, and which are often required for success in higher education.

The CORE is a consortium of nine California school districts that implemented a pilot to create a comprehensive accountability system by assessing school performance through a variety of measures that go beyond academic achievement tests.

The study used both standardized test scores and surveys of parents and students to evaluate the effect of the scholarship program on both academic performance and student and parental satisfaction.

The test - score data were adjusted statistically to account for any observed differences between the two groups, such as level of family income - an important predictor of academic performance - that might have biased the results.

The «honesty gap» between the lofty level of academic performance required for students to succeed in the real world and what state tests say is good enough has closed dramatically in recent years.

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).

While the push for higher levels of academic achievement and accountability continues to increase, more people have realized that a single test can not provide a comprehensive evaluation of student performance.

Originally enacted by the California Legislature in 1971, the Stull Act requires school districts to evaluate the performance of teachers and other certificated employees using multiple measures of performance, including student progress toward district and state academic content standards, as measured by standardized tests.

The bill also eliminates goals and performance targets for academic achievement, removes parameters regarding the use of federal funds to help improve struggling schools, does not address key disparities in opportunity such as access to high - quality college preparatory curricula, restricts the federal government from protecting disadvantaged students, does not address poor quality tests, and fails to advance the current movement toward college - and career - ready standards.

It is important to remember that performance on standardized tests is not a complete indication of the full range of a child's academic abilities.

Schools such as Wilbur shine under the current measure of academic success — the all - important Academic Performance Index — based on students» achievement level on standardizeacademic success — the all - important Academic Performance Index — based on students» achievement level on standardizeAcademic Performance Index — based on students» achievement level on standardized tests.

The release Thursday of the results on the state's Academic Performance Index marks the end of a decade of judging student performance based on test scPerformance Index marks the end of a decade of judging student performance based on test scperformance based on test scores alone.

The growing number of states that are choosing to give their own exams, coupled with the different definitions of «proficient» on PARCC tests, is unraveling one of the central promises of the Common Core academic standards — the idea that states would have the same math and reading standards and use the same tests, making it possible to directly compare student performance across state lines.

Webs, concept maps, mind maps and plots such as stack plots and Venn diagrams are some of the types of graphic organizers used in visual learning to enhance thinking skills and improve academic performance on written papers, tests and homework assignments.

Yet that seems to be only part of the story: Dr. Jerrim said he was surprised to discover a considerable gap in access to selective colleges and universities even after accounting for differences in academic performance as measured by grades or standardized tests.

Results below show our students» performance on the norm - referenced Measures of Academic Progress (MAP) test.

First, we made a straightforward comparison of the average test - score gains in classrooms run by TFA and non-TFA teachers, controlling for a variety of factors known to influence academic achievement, including students» backgrounds, the students» previous performance on the TAAS, characteristics of their schools, and characteristics of their classmates.

Academic standards in core subjects would be the same across the land, as would tests and other gauges of performance.

The Every Student Succeeds Act (ESSA) takes a more comprehensive approach to assessing school quality than the No Child Left Behind Act (NCLB), moving beyond NCLB's focus on annual test performance to also consider factors like student academic growth, graduation rates, and rates of proficiency for English language learners.

Figure 2 shows the correlations between school - average social - emotional skills and key indicators of academic performance (GPA and state test scores) and student behavior (the percentage of students receiving suspensions and average absence rates) across CORE district middle schools.