Sentences with phrase «use on academic performance»

Not exact matches

Fitza's research builds on (and subverts) a large body of academic work connecting CEO performance to company performance — using return on assets as the metric of the latter.

In recent years we've heard that gathering regularly for a family dinner has all kinds of beneficial effects on our children, from improved academic performance to a lower incidence of drug use.

Physical punishment is associated with a range of mental health problems in children, youth and adults, including depression, unhappiness, anxiety, feelings of hopelessness, use of drugs and alcohol, and general psychological maladjustment.26 — 29 These relationships may be mediated by disruptions in parent — child attachment resulting from pain inflicted by a caregiver, 30,31 by increased levels of cortisol32 or by chemical disruption of the brain's mechanism for regulating stress.33 Researchers are also finding that physical punishment is linked to slower cognitive development and adversely affects academic achievement.34 These findings come from large longitudinal studies that control for a wide range of potential confounders.35 Intriguing results are now emerging from neuroimaging studies, which suggest that physical punishment may reduce the volume of the brain's grey matter in areas associated with performance on the Wechsler Adult Intelligence Scale, third edition (WAIS - III).36 In addition, physical punishment can cause alterations in the dopaminergic regions associated with vulnerability to the abuse of drugs and alcohol.37

Here is how eLearning can minimize its negative effects on academic performance, and maybe even use the prophecy to its own advantage.

Several principals who use PBIS told Education World that they were elated to see that when student behavior improved under the system and teachers had more time to focus on instruction, academic performance shot up as well.

In New York state, we have moved from an essentially academic approach to a system that we'll put in place in a few years based on performance assessment [including] value - added requirements, as well as the use of video and attached rubrics, that focus on the practice of teaching.

Rather than purely basing performance on grades and academic performance, the use of a work board related activity can help to create an atmosphere of healthy competition where students can benefit from recognition and reward then and there.

With the help of mentors at Harvard University and the Massachusetts Institue of Technology, and thanks to the loan of hardware from Microsoft, Bick conducted a study called «The Impact of Personal Digital Assistants on Academic Achievement,» in which he investigated the correlation between the use of Microsoft Pocket PCs and the academic performance of Millburn freshmen and sophomores over the course of fiveAcademic Achievement,» in which he investigated the correlation between the use of Microsoft Pocket PCs and the academic performance of Millburn freshmen and sophomores over the course of fiveacademic performance of Millburn freshmen and sophomores over the course of five months.

Much research has been done on the battle between pen and paper versus the keyboard: Some research shows a positive effect on (academic) performance when students use pen and paper.

Here we use the data from all three cities to analyze the one - and two - year effects on academic performance of switching from a public to a private school.

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.

With further research focused on these key questions, we may come to better understand the implications of discipline policy reforms — how they affect suspension use, and also how they change school climate; interactions among students, peers, and teachers; and the academic performance of all students.

When using classroom data to separate students into quarters based on academic performance, the lower quarter of students had the lowest mean use of self - regulated learning skills followed by the middle quarters.

Bridging the gap between high school and college by using high school assessments for admissions and placement, providing feedback to high schools on the college performance of their graduates, and holding postsecondary institutions accountable for the academic success of students they admit;

Unlike the former Academic Performance Index (API), which was based solely on testing results, this new accountability system uses multiple measures to determine performance and progress and emphasizes equity by focusing on student group pPerformance Index (API), which was based solely on testing results, this new accountability system uses multiple measures to determine performance and progress and emphasizes equity by focusing on student group pperformance and progress and emphasizes equity by focusing on student group performanceperformance.

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.

The use of mean scores places the focus on improving the academic achievement of all students within a school and not just those whose performance is around the state proficiency cut score (Center for Education Policy, 2011).

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.

Individual scores on the annual Texas Assessment of Academic Skills (TAAS) in mathematics and reading and English language arts were used as the measure of student performance.

Teske and Schneider note that the existing empirical work on school vouchers is quite positive on a variety of issues: academic considerations appear paramount when parents choose schools; voucher recipients are more satisfied with their schools than their peers within public schools; and vouchers lead to «clear performance gains for some groups of students using the vouchers, particularly blacks, compared with the control group.»

For more than a decade, we used the Academic Performance Index (API), which was based solely on test scores and established 800 as proficient on a scale of 200 to 1000.

We have also worked with the National Association of Charter School Authorizers (NACSA) to develop an «academic performance framework» authorizers can use to identify high - and low - performing schools based on clear criteria.

If educators are empowered to incorporate lessons about the positive impact of reflecting on their learning and using specific strategies to improve academic performance from the early grades on, students will be better equipped with the skills they will need to thrive in school, in their personal lives and in the working world.

• Evidence - Based method: Academic research on student performance is used to identify needed resources to meet all state standards.

It will not be used to discriminate on the basis of race, color, national origin, creed, sex, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or a foreign language, or prior academic achievement.

Based on the principles of data - driven instruction, this interactive session will provide an overview of how charter boards can use interim and summative data — academic, financial, and operational — to ensure quality governance that takes into account the Arizona State Board for Charter Schools performance frameworks.

The NYS Charter Schools Act of 1998 was created for the following purposes: • Improve student learning and achievement; • Increase learning opportunities for all students, with special emphasis on expanded learning experiences for students who are at - risk of academic failure; • Encourage the use of different and innovative teaching methods; • Create new professional opportunities for teachers, school administrators and other school personnel; • Provide parents and students with expanded choices in the types of educational opportunities that are available within the public school system; and • Provide schools with a method to change from rule - based to performance - based accountability systems by holding the schools established under this article accountable for meeting measurable student achievement results.

Learn best practices for using Perform to enhance instruction, professional learning, and academic achievement through enriched feedback on classroom observations, performance summative evaluations and data analysis.

Join our mailing list to stay up to date on our apps and learn more about how our apps can be used as therapeutic tools and improve academic performance.

While the Department will likely add more academic performance measures in the future, for 2014 officials also included the level of participation in state assessments, achievement gaps between students with disabilities and the general population as well as scores on the National Assessment of Educational Progress, a standardized test used to gauge academic growth across the country.

Students who completed social - emotional learning interventions fared better than their peers who didn't participate on a variety of indicators — including academic performance, social skills, and avoiding negative behaviors like drug use, finds the analysis, which examined follow - up data from dozens of published studies on specific interventions.

In a letter sent to superintendents and heads of charter schools on Friday, they implied that California will take the path of least resistance to federal sanctions, focusing instead on the state's effort to revise its own accountability system, using the Academic Performance Index.

- Use multiple sources of evidence to describe and interpret school and district performance fairly, based on a balance of progress toward and success in meeting student academic learning targets, thereby replacing the current Adequate Yearly Progress (AYP) structure.

That measure, called Academic Growth Over Time, uses a mathematical formula to estimate how much a teacher helps students» performance, based on state test scores and controlling for such outside factors as income and race.

• Use of multiple forms of evidence of student learning, not just test scores; • Extensive professional development that enables teachers to better assess and assist their students; • Incorporation of ongoing feedback to students about their performance to improve learning outcomes; • Public reporting on school progress in academic and non-academic areas, using a variety of information sources and including improvement plans; and • Sparing use of external interventions, such as school reorganization, to give reform programs the opportunity to succeUse of multiple forms of evidence of student learning, not just test scores; • Extensive professional development that enables teachers to better assess and assist their students; • Incorporation of ongoing feedback to students about their performance to improve learning outcomes; • Public reporting on school progress in academic and non-academic areas, using a variety of information sources and including improvement plans; and • Sparing use of external interventions, such as school reorganization, to give reform programs the opportunity to succeuse of external interventions, such as school reorganization, to give reform programs the opportunity to succeed.

Progress monitoring is used to assess students» academic and behavioral performance on an ongoing basis, to measure student improvement or responsiveness to instruction, and to evaluate the fidelity and effectiveness of instruction.

Via NY Times by Motoko Rich Secretary of Education Arne Duncan announced on Thursday that states could delay the use of test results in teacher - performance ratings by another year, an acknowledgment, in effect, of the enormous pressures mounting on the nation's teachers because of new academic standards and more rigorous standardized testing.

WINGS uses a research - based curriculum that requires the daily entry of data to track students» progress on social and emotional skills, behavior, attendance and academic performance.

For example, the student questionnaire on the National Assessment of Educational Progress, or NAEP, will gather information on students» social - emotional skills in 2017.51 Researchers intend to use these data to analyze the relationship between SEL and academic achievement on the NAEP exam.52 Districts and schools may find this information particularly useful to inform local interventions and improve student performance and behavior.

The letter grade is based 80 percent on the school's achievement score (which uses various data including student performance on end - of - grade and end - of - course standardized test scores) and 20 percent on students» academic growth (a measure of students» performance in relation to their expected performance based on the prior year's test results), resulting in a grade of A, B, C, D, or F. «Low - performing districts» are those with over 50 percent of their schools identified as low - performing.

Here's a step - by - step guide on how to identify a magnet program that might fit your child's interests and how to use the new database to look up students» past academic performance at the magnet you're interested in.

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

Until 2014, California schools were rated using a single score, the Academic Performance Index (API), based exclusively on test scores.

In Deasy's view, the law could not be used this year because of the change in statewide testing; use of the Parent Trigger laws requires that a school demonstrate poor academic performance two consecutive years, based on the same metrics.

Although the state intends to release scores to parents and districts in the next few months, it does not plan to use them to create the familiar Academic Performance Index, or API scores, which the public has relied on in the past to compare schools.

The new legislation does require states to intervene in schools ranked in the bottom 5 % on academic performance; increases from 4 % to 7 % the amount of Title I funds that can be used for school turnaround; and continues to require that states submit accountability plans to the U.S. Department of Education for approval.

That act, adopted in 2010 as part of a state effort to qualify for federal Race to the Top grant funding, established a formula for the state superintendent of public instruction to use in creating a list of 1,000 underachieving schools on what's now called the «open enrollment list,» starting with the lowest - achieving schools on California's Academic Performance Index.

The EB approach uses academic research on student performance to identify needed resources for schools to meet state standards.

In its first semester using Kickboard to support PBIS, this Title I school reduced disciplines by 44 %, increased attendance, reduced tardies, increased students» time on task, and improved academic performance.

As researchers Catalano, Berglund, Ryan, Lonczak, and Hawkins (2004) explain in a broad article on the topic, positive youth development has the potential to increase students» academic performance and mitigate behaviors such as drug use, violence, and absenteeism.