Sentences with phrase «work on the achievement test»

Not exact matches

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.

It involves awarding points, badges and achievements when learners do certain things (such as complete a piece of learning or get full marks on a test) and it works to reinforce the learning and motivate them to continue learning more.

Research by Fred M. Newmann and his colleagues on «intellectual works» (previously called «authentic achievement») showed how more real - world and complex performance assessment improves student achievement as measured by national and state tests.

«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.

The overall goal of this extension of our existing work in partnership with TFF and Achievement First Bridgeport Academy (AFBA) is to continue and expand our work in Bridgeport focusing in several keys areas: (1) building knowledge about (a) children's emerging skills and areas of challenge in the social - emotional domain and why these skills are critical to school success, and (b) the ways in which adult stress and skills in the social - emotional domain can impede or foster children's social - emotional skill development; (2) identifying, deploying, and evaluating strategies to build adult and child skills in social - emotional learning with an emphasis on the Tauck Family Foundation's (TFF) five essential SEL skills; and (3) developing and testing a performance management system for SEL that (a) guides the identification of strategies, (b) provides a mechanism for ongoing progress monitoring, feedback, and changes to practice, and (c) serves as an anchor point for ongoing coaching and support in using SEL strategies.

Ongoing work in the area of curriculum, assessment and quality instruction led to significant improvement in student achievement on state and local standardized testing.

In high - poverty areas where progress has been made in closing achievement gaps, such as in Union City, N.J., and Clarke County, Ga., it wasn't a focus on standardized testing that worked.

Whether parents work one - on - one with students who need help with reading or grade math worksheets as part of an enrichment program, groups can make a difference in student achievement while motivating students to do their best when it's time for the test.

How it works: the state identifies its bottom five percent of schools based on their students» performance on standardized tests and marks them «priority schools,» placing them within the state - controlled Achievement School District with the goal of lifting them up into the state's top 25 percent within five years.

• More fulfilled and dedicated in and to their profession • They center teaching around the student • Willing to meet the needs of their students through new methods • Able to persist when things don't go as planned • Able to perceive their student's learning levels • More frequent in offering assistance to students with learning problems and to help them become more successful • Less likely to submit students with learning problems for special services • Able to set higher goals and expect more from students • Work longer with students who are falling behind • Able to teach students in such a way that the students outperform other classes • A predictor of success for students on the Iowa Test of Basic Skills, the Canadian Achievement Test, and the Ontario Assessment Instrument Pool (Trull, 2004)

This means that if your 3rd grader receives a grade equivalent score on an individual achievement test of grade 5.8 in math, that she is working, at least on the questions that were asked, at the level of an average late 5th grader.

This is important because the research found a link between professional community and higher student scores on standardized math tests.25 In short, the researchers say, «When principals and teachers share leadership, teachers» working relationships with one another are stronger and student achievement is higher.

«As sure as night follows day when there is an opportunity to celebrate the achievements of young people and the hard work and commitment of teachers the obsessive opponents of the tests step forward to undermine and cast doubt on the whole process.»

A recent Stanford study on achievement gaps shows that African - Americans perform worse academically when it comes to standardized tests, class work, attendance and enrollment in honors, Advanced Placement (AP) and college classes.

The Wallace Foundation has produced study results indicating that when, (a) principals focus their efforts on improving instruction, (b) teachers trust the principal, and (c) the principal works to develop shared leadership within the building, higher scores on standardized tests of achievement result.

Economists using sophisticated statistical methods have found that students score higher on achievement tests when their teachers have opportunities to work with colleagues over a longer period of time and share their expertise with one another (Jackson & Bruegmann, 2009).

For one thing, economists have concluded that students earn higher scores on achievement tests when their teachers have more opportunities to work with effective teaching colleagues.

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.

The other half of the rating will combine measures of student achievement, including growth on standardized tests, scores for the building where a teacher works, and other elements like district - level assessments or student surveys.

The U.S. public views teachers as providers of content — facts and figures — to improve student achievement on multiple - choice bubble tests, while high - performing countries say teaching — like social work — is about relationships and call on teachers to collaborate with each other and their students to solve problems.

Some work in more affluent school districts and have greater autonomy to create individual programs, yet still are accountable for students» learning and their performance on high - stakes achievement tests.

I discovered the link between poverty and achievement on standardized tests many years ago when working at a state education agency.

While at AIR, he worked on alternate assessments, Braille and LEP accommodations for statewide achievement tests at grades K - 8.

Joseph Martineau joined the Center as a Senior Associate in January 2014, and has led and contributed to work on growth models, prepared for and analyzed the effects of interruptions of online testing, developed and improved testing and accountability systems, measured achievement gaps, conducted standard setting, evaluated test security, designed comprehensive assessment systems, conceptualized high school assessment under ESSA, designed educator certification testing, and implemented educator evaluation systems.

Make sure to elaborate on any relevant work history, teaching experience, research experience (e.g., projects, grants, interviewing, testing, coding), clinical or consulting experience, leadership positions, scholarly contributions, achievements, awards, or skills.