In this paper, the use of selective breading evolutionary process for improving the performance of GAs is evaluated. To accomplish this evaluation, the generalized tardiness flow shop scheduling (GTFS) problem is designated. A natural evolutionary GA and two selective breeding Gas are developed for evaluating their performances in solving the proposed problem. An extensive numerical experiment on total of 2250 randomly generated scenarios is conducted to compare the effects of selective breeding mechanism. The effects of the varieties factors on the solution of the algorithms are analyzed by the factorial ANOVA. The computational results reveal that a significant improvement can be obtained if one employs an initial population with better genes.

Educators play a critical role in student performance and teacher judgement may influence both their expectations of the student's ability and the student's perception of their own ability, per relevant research. Teacher judgment may influence a student's future academic placement, underscoring the importance of exploring its relationship with student performance in mathematics in primary education as a potential impediment to the pipeline of students interested in STEM degrees. This research explores the longitudinal relationship between teacher judgment and student performance in mathematics and reading comprehension by grade-level, as a function of student demographics, using correlation analyses and generalized linear models to analyze End-of-Grade (EOG) scores for 3rd to 8th grades from 2006-2013 in North Carolina, including 6,511,741 students. explore the relationships between students' performance on the standardized End-Of-Grade (EOG) tests and teacher judgment for multiple cohorts and grades and explore how these relationships have evolved over the eight years from 2006 to 2013. We evaluate the statistical significance of correlation coefficients and develop regression models to identify the longitudinal relationship between students' performance in mathematics and reading at each grade-level according to student demographics, current and past teacher judgments, and historical student performance. The following research questions are addressed: 1) What is the relationship between teacher judgment and students' performance on the standardized EOG tests? 2) How accurately do teachers assess their students' performance in mathematics compared to reading? 3) Is the relationship affected by the grade-level or year? 4) Is accuracy related to student demographics? Methods Data OverviewData obtained from NCERDC includes information on the state's public schools, students and teachers from 1993-2015 accounting for over 500,000 students per year. The North Carolina Department of Public Instruction (NCDPI) records student performance on EOG tests administered annually to each student in 3 rd through 8 th grades. The NCERDC concatenates the school-level data from NCDPI for each test and each grade. The state-mandated, multiple-choice North Carolina EOG tests in reading and mathematics evaluate student performance and represent a measure of a student's understanding of these subjects at a point in time. These curriculum-based achievement tests are specifically aligned to the North Carolina Standard Course of Study and assess how well students are meeting grade-level expectations.This study analyzes data on students' EOG mathematics and reading achievement level scores, teacher judgment, and students' demographic information for 3 rd to 8 th grades from 2006-2013, which includes 6,511,741 students. Records with missing information were excluded. Table 1 summarizes the total number of students for each grade by year. In this study, the analyses were conducted on the entire sample (i.e., population) and representative 1...