Sentences with phrase «than achievement test»

Along with observations, scores on student learning objectives, and survey responses, [10] they might also include the value that teachers bring to student outcomes other than achievement test scores.

Yesterday you wrote: «For reasons I will discuss at greater length in the next post, I think attainment is a more meaningful indicator of long - term benefits than achievement test results.»

This appears to contradict Greene's claim that «attainment is a more meaningful indicator of long - term benefits than achievement test results.»

Not exact matches

The company has produced a stellar sedan — Consumer Reports scored it higher than any other car it has ever tested — and Musk's achievements justify accolades: He co-founded PayPal and has made billions; SpaceX has made multiple missions to the International Space Station.

In contrast, parents who value a performance orientation, focus on their student's achievement as mainly measured by grades and test scores — the need to score better than others in order to succeed.

Drawing an emotional response from the audience, more than a dozen Chicago Public School parents voiced complaints at Wednesday's school board meeting over how the district questioned their children about their decision to not to take the Illinois Standards Achievement Test when it was administered earlier this month.

Last school year, more than 4,600 CPS students scored below the 24th percentile on a portion of the Illinois Standards Achievement Test and were required to attend summer school before moving to the next grade level.

On average, children who were breastfed for ≥ 8 months 1) scored between 0.35 and 0.59 SD units higher on standardized tests of ability or achievement and teacher ratings of school performance than children who were not breastfed, and 2) were considerably less likely than nonbreastfed children to leave school without qualifications (relative risk = 0.38; 95 % CI: 0.25, 0.59).

By contrast, achievement scores on the Woodcock Word, Passage, and Reading Comprehension tests were higher for breastfed than for bottle - fed children (Table 4).

Stricter achievement tests showed the city's black and Hispanic students scored lower than whites and Asians.

In his review of the latter (Review, 5 May 1990), Paul Harvey wrote, «The very fact that these particular scientists (Bryan Clarke, Tom Kemp, Pat Bateson, Robin Dunbar, Bob Martin, et al.) felt moved to write in memory of Huxley says a lot for the legacy he left us which, I conclude, is more one of inspiration than of scientific achievement... Julian Huxley's published works have not stood the test of time; his vision of progress in evolution that led him to revere Teilhard de Chardin is one example.»

The film follows over two years of planning and months of exhaustive training for this unprecedented test of endurance, a challenge that would become much more than just a mark of personal triumph, it would be one of the greatest amateur sporting achievements in Irish history.

Charter school students in grades 3 through 8 perform better than we would expect, based on the performance of comparable students in traditional public schools, on both the math and reading portions of New York's statewide achievement tests.

The first to examine the effects of financial incentives among urban public school students, it found that rewards can produce excellent results in closing the achievement gap — if they are tied to specific steps the students take rather than to grades or test results.

Participants scored at least 10 points higher in achievement tests than students who did not participate.

For instance, data may show that the students who pass through one teacher's class consistently score lower on state achievement tests than the students in another teacher's class.

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.

When examined in this light, the impacts of NCLB — which the NRC estimates at a 0.08 standard deviation improvement in average achievement nationwide — are far greater than suggested by the NRC committee, which concludes that test - based accountability under NCLB had minimal impact and probably should be abandoned.

Survey items focusing on test preparation activities were much more weakly related to student achievement gains than items focusing on instructional quality.

The middle school teacher whose students recorded our highest achievement results on the New York ELA test has more than forty years of experience.

Assessment is, of course, a vital part of education, but the stakes attached to these tests are way out of balance when such a limited and imperfect measure of achievement counts for more than all the assessments of all the students» teachers,» says Orfield.

However, many education researchers speak and write as though they accept certain contingency - free causal connections — for example, that small schools are better than large ones; that time on task raises achievement; that summer school raises test scores; that school desegregation hardly affects achievement; and that assigning and grading homework improves achievement.

This comports with the interpretation that average peer achievement influences everyone's test scores, since Asians score higher than whites in math overall (the Asian - white score gap is positive and relatively large in math, 0.62 of a standard deviation in the 4th, 5th, and 6th grades).

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.

By way of comparison, the authors note that the impact of being assigned to a teacher in the top - quartile rather than one in the bottom quartile in terms of their total effect on student achievement as measured by student - test - based measures of teacher effectiveness is seven percentile points in reading and six points in math.

The board — which oversees the country's largest standardized - testing programs, including the Scholastic Aptitude Tests, the Achievement Tests, and the Advanced Placement tests for high - school students — is a membership organization of more than 2,500 colleges, schools, school systems, and education associatTests, the Achievement Tests, and the Advanced Placement tests for high - school students — is a membership organization of more than 2,500 colleges, schools, school systems, and education associatTests, and the Advanced Placement tests for high - school students — is a membership organization of more than 2,500 colleges, schools, school systems, and education associattests for high - school students — is a membership organization of more than 2,500 colleges, schools, school systems, and education associations.

No homework, no testing, and being graded on their «zest for living» rather than on their achievement in math and science - his students would love him!

Evaluations of any educational technology program often confront a number of methodological problems, including the need for measures other than standardized achievement tests, differences among students in the opportunity to learn, and differences in starting points and program implementation.

Student achievement at schools operated by the Bureau of Indian Affairs as measured by scores on standardized tests is considerably lower than that of public schools, according to a report by the federal General Accounting Office.

But not for all the usual reasons that people raise concerns: the worry about whether we've got good measures of teacher performance, especially for instructors in subjects other than reading and math; the likelihood that tying achievement to evaluations will spur teaching to the test in ways that warp instruction and curriculum; the futility of trying to «principal - proof» our schools by forcing formulaic, one - size - fits - all evaluation models upon all K — 12 campuses; the terrible timing of introducing new evaluation systems at the same time that educators are working to implement the Common Core.

The finding that happiness is positively correlated with GPA is significant, Hinton notes, because GPA provides a broader picture of academic achievement than standardized test scores, encompassing multiple types of abilities and the influence of social dynamics.

We expect schools to do more than raise achievement on tests, however.

For more than three decades, the United States has been scoring below the international average among participating nations on tests of math and science achievement.

Tenth - grade earth science students who received PBL earned higher scores on an achievement test than students who received traditional instruction.

We included administrative data from teacher, parent, and student ratings of local schools; we considered the potential relationship between vote share and test - score changes over the previous two or three years; we examined the deviation of precinct test scores from district means; we looked at changes in the percentage of students who received failing scores on the PACT; we evaluated the relationship between vote share and the percentage change in the percentile scores rather than the raw percentile point changes; and we turned to alternative measures of student achievement, such as SAT scores, exit exams, and graduation rates.

The study found that after multimedia technology was used to support project - based learning, eighth graders in Union City, New Jersey, scored 27 percentage points higher than students from other urban and special needs school districts on statewide tests in reading, math, and writing achievement.

«Students who have highly effective teachers three years in a row score as much as 50 percentile points higher on achievement tests than those who have ineffective teachers for three years in a row.»

A study released earlier this month by Mathematica finds that students attending charter high schools in Florida scored lower on achievement tests than students in traditional public schools, but years later, the charter students were more likely to have attended at least two years of college and also had higher earnings.

When using one - hour testing sessions to gauge student performance, combined reading and math scores serve as a better indicator of student achievement than either test separately.

Since 2006, the number of Houston schools earning one of the state's top ratings has more than doubled to exceed 200 campuses, fewer students are repeating a grade level, and more are testing at the highest levels of academic achievement.

A student with a growth mindset in spring 2015 has ELA and Math test scores in the spring of 2016 that are approximately 0.07 and 0.04 standard deviations (SD) higher than a similar classmate (i.e., a classmate with the same previous achievement and demographic characteristics in the same school) with a fixed mindset (approximately two standard deviations below).

A study of more than three dozen countries, including the United States, challenges the popular belief that superior student achievement on international mathematics and science tests breeds national economic success.

High school students in a half - dozen states are scoring much worse in reading on one version of the Stanford Achievement Test - 9th Edition than students in earlier grades.

«When Money Matters,» a report of a national study released in 1997 by the Educational Testing Service (ETS), determined that spending money on smaller classes has a greater impact on math achievement than spending on administration, school buildings, or hiring teachers with advanced degrees.

Students who use the voucher to enroll in private schools end up with much lower math achievement than they would have otherwise, losing as much as 13 percentile points on the state standardized test after two years.

As the authors of the meta - analysis point out, there are many known, malleable predictors of achievement test scores that have much higher associations with achievement than measures of grit, e.g., study skills, test anxiety, and learning strategies.

For this reason, I performed a variety of sensitivity tests for math achievement because the reliability of the math test across countries and cultures is usually considered higher than it is for reading or science.

What is clear, however, is that both Catholic schools and voucher programs for low - income families show stronger effects on students» educational attainment than on their achievement as measured by standardized tests.

Results of the Student Achievement Guarantee in Education, or SAGE, program showed that between 1996 - 97 and 1998 - 99, 1st, 2nd, and 3rd graders in 30 public schools performed better on the Comprehensive Tests of Basic Skills than did students in bigger classes.

This scaling ensures that the group's achievement indicators in a subject are no better or worse than the group's performance on the QCS Test.