Increasingly school counselors are being called upon to demonstrate that they contribute to students’ academic achievement. No Child Left Behind (NCLB) has led to an intense focus on the use of standardized test scores in measuring academic achievement and on educator accountability for producing measurable achievement gains. NCLB also calls for all educators to use interventions that have been...

Social-emotional competence may be a protective factor for academic achievement among American Indian and Alaska Native (AI/AN) students. This study used Fisher's r to Z transformations to test for group differences in the magnitude of relationships between social-emotional competence and achievement. Hierarchical linear modeling was used to determine the variance in academic achievement explai...

This paper describes the QUality and Experience Metric (QUEM), a method for estimating the skill level of a knowledgebased system based on the quality of the solutions it produces. It allows one to assess how many years of experience the system would be judged to have if it were a human by providing a quantitative measure of the system’s overall competence. QUEM can be viewed as a type of achie...

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     The objective of the present study was to identify and examine the influence of instructional tools, namely, games, songs and stories on young Iranian EFL learners’ achievement utilizing a quantitative design. To conduct the study 65 Iranian EFL learners, divided into an experimental group and a control group, learning English at Navid English Institute, Shiraz, Iran, participated in the s...

Reading difficulties are common and are associated with poor long-term academic achievement. Evaluation of a child's developmental, educational, and family histories in conjunction with standardized screening tests (e.g., Ages and Stages Questionnaires, Parents' Evaluation of Developmental Status, Safety Word Inventory and Literacy Screener) can increase recognition of risk factors for reading ...

This study aimed at investigating the effect of using smart board technology on the EFL learners' achievement motivation and willingness to communicate (WTC). The participants were 65 second grade female students from Shahid Nazari girls’ high school in Andimeshk, Iran, who were selected randomly. An OPT was administrated to the the participants to homogenize them. Other instruments were Herman...

Increasingly school counselors are being called upon to demonstrate that they contribute to students’ academic achievement. No Child Left Behind (NCLB) has led to an intense focus on the use of standardized test scores in measuring academic achievement and on educator accountability for producing measurable achievement gains. NCLB also calls for all educators to use interventions that have been...

High stakes tests are defined as those tests that “carry serious consequences for students or educators.” The consequences from standardized achievement tests range from grade retention for school children to rewards or punitive measures for schools and school districts. The nature of standardized achievement tests used in these situations poses validity problems for the decisions. Numerous uni...