Sentences with phrase «through achievement test scores»

The gifted youngster's ability to define and solve problems in many ways (often described as fluency of innovative ideas or divergent thinking ability) may not be compatible with traditional gifted education programs or specific classroom requirements, in part because many gifted students are identified through achievement test scores (Torrance, 1977).

Not exact matches

The «No Child Left Behind» act, signed by President Bush in January, greatly expands federal oversight of public education, mandating annual testing of children in grades 3 through 8 and one grade - level in high school, insisting every classroom teacher be fully certified and setting a 12 - year timetable for closing racial and economic achievement gaps in test scores.

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.

Westinghouse Information Service, a scoring contractor based in Iowa City, Iowa, blamed «computer error» for mistakes in the scores of the Arizona students in grades 1 through 12 who took the California Achievement Test in April.

Like the Cook research on behavior, the Rockoff and Lockwood study finds that the negative achievement effect on children who moved into middle school «persists at least through 8th grade, the highest grade for which we could obtain test scores.»

The model, which achieves a reasonable level of fit, explains approximately 7 % of the variance in achievement, largely through the direct relationship assumed between collective efficacy and students «test scores -LRB-.23).

«Here's the reason to stand up and take notice from third grade through high school, Union City students» scores on the state's achievement tests approxi ¬ mate the New Jersey averages.

The Times sought three years of district data, from 2009 through 2012, that show whether individual teachers helped — or hurt — students academic achievement, as measured by state standardized test scores.

Explains how the real aims of education have been lost in the current push to raise test scores through what Dr. Armstrong calls «the academic achievement discourse.».

The biggest driver of creating school choice, and charter schools in particular, were the achievement rates provided on test scores through NCLB.

Promisingly, researchers have found that it is possible to orient students toward positive learning mindsets through low - cost interventions, including online programs that teach students about growth mindsets and purpose.29 According to Carol Dweck and her colleagues, ``... educational interventions and initiatives that target these psychological factors can have transformative effects on students» experience and achievement in school, improving core academic outcomes such as GPA and test scores months and even years later.»

I argue there are three distinct, yet overlapping, logics of instructional leadership most relevant to the principals in this study: the prevailing logic, a broad and flexible set of ideas, easily implemented across a wide variety of school settings; the entrepreneurial logic, which emphasizes specific actionable practices that lead to increases in student achievement as measured by standardized test scores; and the social justice logic, focused on the experiences and inequitable outcomes of marginalized students and leadership practices that address these outcomes through a focus on process.

They also, along with others troubled by New York's — particularly NYC's — notorious achievement gaps, yearned to release school leaders from the muzzle of LIFO, which requires that teachers be laid off by seniority, not effectiveness, and change old - school subjective teacher evaluations to reflect student academic growth, measured in part through standardized test scores.

* Student Achievement: measuring success through test scores, English proficiency, and college preparedness, which are all important to continue California's recent improvements: nearly 8 out of 10 students (78.5 %) who started high school in 2008 - 09 graduated with their class in 2012 (Learn more about achieveAchievement: measuring success through test scores, English proficiency, and college preparedness, which are all important to continue California's recent improvements: nearly 8 out of 10 students (78.5 %) who started high school in 2008 - 09 graduated with their class in 2012 (Learn more about achievementachievement rates)

The achievement gap becomes obvious through measures like test scores, grades, class assignments, dropouts and access to higher education, along with other things.

Instead, concentrate on using specific verbs and accomplishments, such as «improved students» scores on annual math achievement tests for three years in a row» or «Developed students» language skills through weekly video conference with sister school in Mexico.»

The study considers more than 24 million test scores in reading and math for all Illinois third - through eighth - graders who took the Illinois Standard Achievement Test (ISAT) from 2001 through 2014 and the PARCC test in 2015 and 2test scores in reading and math for all Illinois third - through eighth - graders who took the Illinois Standard Achievement Test (ISAT) from 2001 through 2014 and the PARCC test in 2015 and 2Test (ISAT) from 2001 through 2014 and the PARCC test in 2015 and 2test in 2015 and 2016.

The decision to judge programs based on third grade test scores dismisses the full range of skills and capacities developed through early childhood education that strongly contribute to future achievement and life outcomes.

School Readiness and Achievement Participating children scored 25 % higher on first - through - third grade reading and math achieveAchievement Participating children scored 25 % higher on first - through - third grade reading and math achievementachievement tests.