Sentences with phrase «with academic test scores»

The new Every Student Succeeds Act, the successor to NCLB, provides an opening for states to broaden their accountability regimes by including a non-traditional measure along with academic test scores.

Not exact matches

Although she had not attended school with any sort of regularity, she scored well on academic tests.

With our culture and our nation's emphasis on high academic achievement, the perception that in order to get into college kids need straight As and perfect test scores, increased course work and more complex curricula, teachers are feeling the pressure to cover more material, and to prepare kids for the next grade.

And that eating breakfast in the classroom is associated with higher attendance, improved academic performance, and better test scores?

The latest round of state standardized academic test scores showed gains both across New York State and locally.But rather than celebrate the largest bump since New York adopted new tests tied to the Common Core Learning Standards, education officials reported the increases with caution.

In our two previous research collaborations with the Skills for Life team, we already had shown that mental health problems are quite common, are among the strongest predictors of poor attendance, poorer grades, and lower scores on standardized tests, and that improved mental health scores are powerful predictors of improved academic outcomes.»

«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.»

(1) Similarly, ART singletons and ART twins also had comparable test scores, suggesting, say the investigators, that «the higher obstetric risk» identified in ART pregnancies — and particularly in twins — «is not associated with poorer academic performance in adolescence.»

I am extremely intelligent per my test scores (genius - level), what everyone says about me, and my academic success, etc. and ma very intellectual, so that gives me a big advantage with highly intelligent, intellectual women — the kind I want anyways.

And the evidence on the importance of teacher academic proficiency generally suggests that effectiveness in raising student test scores is associated with strong cognitive skills as measured by SAT or licensure test scores, or the competitiveness of the college from which teachers graduate.

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.

So now, here we are, barely ten years into this huge reform, with our little platoon of teachers and administrators and parents fighting feverishly on the front, beginning to make some progress on test scores and feel some confidence about improving our kids» academic opportunities — and I look up from my trench and, instead of seeing the school house door thrown open with garlands of WELCOME signs, I see teachers back to cheering from the windows as the reform generals scurry away, white flags in hand.

Particularly in an age of increasingly difficult academic standards and emphasis on test scores, taking on moderate to severe special needs kids could be like marrying someone with emotional «baggage.»

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.

In tackling this task, Feinberg says, they «backed into» the five essential tenets of the KIPP model: High Expectations (for academic achievement and conduct); Choice and Commitment (KIPP students, parents, and teachers all sign a learning pledge, promising to devote the time and effort needed to succeed); More Time (extended school day, week, and year); Power to Lead (school leaders have significant autonomy, including control over their budget, personnel, and culture); and Focus on Results (scores on standardized tests and other objective measures are coupled with a focus on character development).

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?

Contracting also enables a district to assign schools with particular academic challenges - say, the lowest test scores - to a private manager, while devoting its energies to district - wide improvements.

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.

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).

Charter - school advocates say the shift in resources is warranted because charters often excel where traditional schools have failed, posting stellar test scores even in impoverished neighborhoods with little history of academic success.

Dr. Kurt Beron, a UT Dallas professor of economics and public policy, and Dan O'Brien, UT Dallas economics lecturer, worked with comptroller staff to develop new academic outcome measures based on scores from standardized tests.

A: For subjects tested by the state standardized assessment, New Jersey measures growth for an individual student by comparing a student's growth to the growth made by that student's academic peers (students from around the state with similar score histories).

The finding that family financial support enhances academic achievement in the form of test scores is consistent with other research on the impact of the EITC showing impacts on later outcomes such as college enrollment.

In a district like mine, with high poverty and minority representation in the schools and terrible academic outcomes, it is an unfortunate given among those middle class people who have succeeded in school (or think they have) that the only reason that the district has such lousy test scores and graduation rates is «the parents.»

The percentage of Blue Ribbon Schools with lackluster academic records, based on state test scores from schools in seven states, fell from 24 percent during the 1999 award cycle to 9 percent in 2003, the study concludes.

The policies that were criticized were those that increased attention to academic outcomes at the expense of children's exploration, discovery, and play; methods that focused on large group activities and completion of one - dimensional worksheets and workbooks in place of actual engagement with concrete objects and naturally occurring experiences of the world; and directives that emphasized the use of group - administered, computer - scored, multiple - choice achievement tests in order to determine a child's starting place in school rather than assessments that rely on active child engagement, teacher judgment, and clinical opinion.

With 17,300 students, the district receives an abundance of information, including data from PARCC tests, districtwide pre - and post-common assessments in all content areas, Measures of Academic Progress in elementary and middle schools, Eureka Math and Achieve 3000 achievement scores, and professional - development surveys given to all teachers.

The extra funding, it turns out, coincides with improved academic performance: The schools with the largest surpluses have ranked at the top on test scores.

Student and school performance has since the late 1990s been expressed with the Academic Performance Index — based exclusively on test scores.

The researchers then measured these scores alongside assessments of the teachers» positive engagement with their students, and against end - of - year tests measuring students» academic growth.

When student test scores on the Ohio Academic Assessment indicated that only 33 % of Jones sixth graders were at the minimum state acceptance rates, middle childhood education students at Lourdes College stepped in to volunteer an hour each week to work with the sixth grade students to improve their reading proficiency.

Naturally, schools with high test scores show the smallest academic gains, while schools with low test scores show the largest academic gains.

By pairing with Tutor Pace to provide supplemental academic support, schools can increase test scores and student performance by offering individualized help.

Rather, students with low test scores and grades and certain other characteristics are generally tracked into remedial courses, and those with stronger academic backgrounds are tracked into advanced courses.

But our schools, with their high academic standards, high - stakes tests, and performance bonuses for improved achievement scores — surely our schools are bastions of intellectualism?

The drop in test scores is attributable to the transition to new national academic standards that have yet to be aligned with the state assessments — and that's lead some to question the new standards or call for a moratorium on testing.

To decide whether or not to provide a student with additional supports, school and district leaders rely mainly on test scores and other academic achievement data.

To examine growth trajectories in those schools, the research team restricted the sample to students with test scores in fall and spring of both academic years and examined their scores relative to national norms.

In middle and high schools, students with low test scores and grades and certain other characteristics are generally tracked into remedial courses, and those with stronger academic backgrounds are tracked into advanced courses.

State Superintendent of Public Instruction Tom Torlakson and the State Board of Education are using multiple cues to send a uniform message: Parents shouldn't compare the new results with scores on past state standardized tests; this year's English language arts and math tests are, they say, more difficult, and are based on a different set of academic standards.

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.

Walnut Valley, with 20 percent low - income families and about 10 percent English learners, had among the state's highest Academic Performance Index scores — a system for rating schools based on test scores — before the index was suspended three years ago, with an average of more than 900.

Others include high school graduation rates, and test scores — along with multi-year growth on those scores — of all students and subgroups, including English learners, on the state's academic standards.

It has also suspended its Academic Performance Index, which allowed parents to see how the test scores achieved by their local school compare with scores at other schools.

Provide the department of public instruction with information about the academic program at the participating school and student test score data

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.

The problem with most current systems is they measure growth by using standardized test scores in a few academic subjects, usually math and reading, which are not a very accurate or comprehensive way to check on overall student progress.

Colorado's law will hold teachers accountable for whether their students are learning, with 50 % of a teacher's evaluation based on students» academic growth as measured partially by test scores.

Studies of students who attend high - quality programs for a significant period of time show improvements in academic performance and social competence, including better grades, improved homework completion, higher scores on achievement tests, lower levels of grade retention, improved behavior in school, increased competence and sense of self as a learner, better work habits, fewer absences from school, better emotional adjustment and relationships with parents, and a greater sense of belonging in the community.

And with these students less distracted and more engaged in school, they do better on their academics; they average 11 percentile points higher on standardized test scores than do students without SEL training.