Sentences with phrase «well on an achievement tests»

These narrow goals will also give for - profit schools a powerful incentive to admit and encourage those students whom they expect to do well on achievement tests or who are likely to show the greatest value - added — that is, the greatest improvement in test scores.

KNOWLEDGE BRIEF 15 by Stephen Raudenbush Student scores on standardized tests are used as measures for teacher accountability, but, arguably, helping children score well on an achievement test is of little value in itself.

Parents: But homeschooled kids do better on achievement tests, have higher graduation rates than public school students and are actively recruited by top colleges.

After all, helping children do well on an achievement tests is of little value in itself.

In the small group of studies that examined academics, the researchers found that students performed better on achievement tests, tantamount to an 11 - percentile - point gain in achievement.

Not exact matches

To demonstrate that Sarah's achievements were not based on perception of look - alikes but on her grasp of abstract relations, Premack tested Sarah's ability to reason analogically, involving relations of change in size, color, shape and marking, as well as actions such as cutting, opening and marking.

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.

Research shows that kids who get fed are sick less, pay more attention in class, and even do better on standardized achievement tests.

Breastfed children had higher mean scores on tests of cognitive ability; performed better on standardized tests of reading, mathematics, and scholastic ability; were rated as performing better in reading and mathematics by their class teachers; had higher levels of achievement in school - leaving examinations; and less often left school without educational qualifications.

Table 1 shows clear and highly significant (P <.0001) tendencies for increasing duration of breastfeeding to be associated with higher scores on measures of cognitive ability, teacher ratings of performance, standardized tests of achievement, better grades in School Certificate examinations, and lower percentages of children 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

In general, the results suggest that after adjustment for confounding, there were small but consistent tendencies for increasing duration of breastfeeding to be associated with increased IQ, increased performance on standardized tests, higher teacher ratings of classroom performance, and better high school achievement.

Between being designated as a UAS test Site as well as today's unbelievable achievement we continue to see positive growth and development everywhere you look on this airport.»

Not surprisingly, the more teachers believed they could make a difference, the better both black and white students scored on achievement tests.

Results of the study indicate that LTTA students perform better on math computation and estimation (as measured by the Canadian Achievement Test, CAT · 3) compared to students in similar non-LTTA schools.

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.

There is precious little research demonstrating the value of school counselors on student achievement ~ with good reason it is difficult to demonstrate the impact of counselors on standardized test scores ~ which have come to define achievement in recent years.

The study assessed performance on standardized achievement tests as well as measures of various character strengths.

In 1999, Michigan increased the reward for good academic performance by offering the Michigan Merit Award, a one - year $ 2,500 scholarship for any student who scores at Level I or Level 2 on the Michigan Educational Achievement Program (MEAP) tests in reading, mathematics, science, and writing.

• There was a widespread, well - justified concern that prior accountability measures based primarily on achievement levels (proficiency rates) unfairly penalized schools serving more disadvantaged students and failed to reward schools for strong test score growth.

These were: well - being and welfare — insisting upon the adoption of well - being policies in all education settings; empowering and enabling — identifying the balance between empowering and overburdening staff; freedom and flexibility - reversing the trend for testing and increasingly structured curriculum frameworks and trust and train teachers to do their job with a focus on reflective practice; and celebrating success — making sure we all better celebrate the amazing experiences and achievements of teachers to help stem a current tendency for public pessimism.

To the extent the program involves student achievement, it bases awards on «student learning objectives» as «created by individual teachers, with the approval of site - based administrators»; these objectives «will be measured by a combination of existing assessment instruments, and teacher designed tools,» as well as by state standardized tests.

On the whole, Sweden, like the Scandinavian and smaller countries of northern Europe generally, does very well in international tests of educational achievement — so well that one wonders why any great change was considered necessary at all.

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.

As is well known, the economic benefits of a college education have risen dramatically during the past quarter century, and substantial evidence shows that students with good grades or high scores on achievement tests tend to pursue more education.

Our data on student achievement come from the Washington State Assessment of Student Learning, a statewide test given annually in 3rd through 8th grade as well as in 10th grade.

That's a daunting challenge for any test maker, but it's further complicated by widespread fears of soaring failure rates and their political consequences, as well as by Arne Duncan's stipulation (in the federal grants that underwrite the assessment - development process) that the states belonging to each consortium must reach consensus on those passing scores (in government jargon, «common achievement standards»).

Up to eight states would be authorized to conduct demonstration programs testing whether state control of Head Start actually leads to better coordination of preschool programs, greater emphasis on school readiness, improvement in poor children's preschool test scores, and progress in closing the achievement gap between poor and advantaged students.

When compared with such crude indicators, the combination of student achievement gains on state tests, student surveys, and classroom observations identified teachers with better outcomes on every measure we tested: state tests and supplemental tests as well as more subjective measures, such as student - reported effort and enjoyment in class.

To the extent that the most important staffing decisions involve sanctioning incompetent teachers and rewarding the very best teachers, a principal - based assessment system may affect achievement as positively as a merit - pay system based solely on student test results.

The costs of extra planning time are offset, however, by significant rewards, as evidenced by students» successes and their improved confidence and attitudes, as well as their achievement on standardized tests.

As a group, Hispanics perform well below average on national achievement tests, and their high school dropout rate is nearly four times that of their non-Hispanic white peers.

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.

Recommendations for states, districts, and individual schools include improved teacher training, support for e-learning and virtual schools, stronger technology leadership, a move toward more digital content and away from reliance on textbooks, better use of broadband, and integration of data systems for such uses as online testing, understanding relationships between decisions, allocation of resources and student achievement, and tailoring instruction to individual students.

Mediocre PISA and TIMSS results plus persistent domestic achievement gaps have caught the eyes of policymakers and education leaders on both sides of the pond, as it's become clear that yesterday's so - so expectations just aren't good enough and that today's testing - and - accountability regimes do not produce nearly enough world - class, college - ready graduates.

The authors suggest that other states learn from «the danger of relying on statewide test scores as the sole measure of student achievement when these scores are used to make high - stakes decisions about teachers and schools as well as students.»

For example, 88 percent of the Education Next survey respondents indicated that it was either «somewhat» or «very» important to them that our country perform well on international tests of student achievement.

«The rash of standardized testing after the No Child Left Behind Act became law in the early 2000s did not raise achievement averages very much,» he observes, but the backlash that has led states to ease back on testing isn't being replaced by anything that's apt to work better.

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.

He found a surprisingly large correlation between how well teachers did on this relatively easy test (the pass rate was 97 percent) and their students» achievement on a standardized test.

With today's focus on test scores and achievement, there's a tremendous amount of good data.»

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.

«These students tend to learn more deeply and they tend to perform better, not only on traditional achievement tests but also on assessments of more complex understanding,» adds Darling - Hammond.

In other words, the diploma potentially captures achievements over time, rather than the ability to do well on a short, mostly multiple - choice test taken on a single day.

Ensuring Fairer and Better Tests Under Title I - A The first proposed regulation focuses on ensuring states continue to administer tests that are fair measures of student achievement for all students, with particular focus on ensuring states appropriately capture and measure the progress of English Learners and students with disabiliTests Under Title I - A The first proposed regulation focuses on ensuring states continue to administer tests that are fair measures of student achievement for all students, with particular focus on ensuring states appropriately capture and measure the progress of English Learners and students with disabilitests that are fair measures of student achievement for all students, with particular focus on ensuring states appropriately capture and measure the progress of English Learners and students with disabilities.

Students of teachers who implemented MFAS over the course of the study performed significantly better on a mathematics achievement test than students of control teachers.

These include substantial spending to boost student achievement in urban schools, networks of charter schools as alternatives in urban public districts, and academic benchmarks on standardized tests for schools as well as students.

The results of such an analysis allow us to reality - test the broad cautions voiced by the Friedman Foundation, the Cato Institute, and others — in particular their warning that holding schools to account for student achievement (especially via conventional state testing programs) will surely cause them to turn their backs on such programs and thus leave needy children without good educational options at all.

«Across the country, states, districts, and educators are leading the way in developing innovative assessments that measure students» academic progress; promote equity by highlighting achievement gaps, especially for our traditionally underserved students; and spur improvements in teaching and learning for all our children,» stated U.S. Secretary of Education John B. King Jr. «Our proposed regulations build on President Obama's plan to strike a balance around testing, providing additional support for states and districts to develop and use better, less burdensome assessments that give a more well - rounded picture of how students and schools are doing, while providing parents, teachers, and communities with critical information about students» learning.»