Sentences with phrase «exam scores as»

Each year universities receive hundreds of admission essays from students with the same GPA and exam scores as you are submitting.

Exam scores as indicators of college readiness.

Exam scores as predictors of college performance.

Not exact matches

Like, for instance, when he mentions that he was the first New Zealander to be selected as a Fulbright Scholar in entrepreneurship, or tells you he once spent two weeks in a coma after contracting malaria in Indonesia, or says he was among the highest - scoring secondary - school students on a national math exam.

Some schools, such as the University of Toronto's Rotman School of Management, don't have a minimum, but if you want to be considered competitive, it's best to score above 600 on the exam.

Florida high school students who can't pass the two state tests needed for graduation could find it harder to earn a diploma starting next year, as the state moves to change what other exams — and scores — can be used in their place.

As noted by Michael Mastanduno, Dean of the Faculty of Arts and Sciences, the change is «rooted in our faculty's belief that high AP exam scores are not a substitute for a Dartmouth undergraduate class.»

The notion of AP classes and scores as all - important to college admissions also came under the microscope; the study found that while the majority of colleges use AP exams as a factor in admissions, the way the scores are used varies widely among institutions.

Any foreign applicant may be required to submit an official score report from an English proficiency exam such as TOEFL (Test of English as a Foreign Language) or IELTS (International English Language Test System).

State Education Commissioner MaryEllen Elia has quietly dropped plans to raise passing scores on Common Core Regents exams in English and math by the year 2022 — plans originally pushed as a linchpin in efforts for students» strengthened academic performance and preparation for college and careers.

The members seeking a change in leadership argued that Iannuzzi wasn't aggressive enough in fighting the policies of Governor Andrew Cuomo and education commissioner John King, such as a teacher - evaluation system that includes student scores on state exams.

She echoed the union's concerted push for more school aid and a moratorium on using students scores on Common Core - aligned exams for «high stakes» decisions, such as teacher evaluations.

Until now, a score of 41 out of a total of 75 was required on the exam, known as the edTPA, for educative Teacher Performance Assessment.

Charter - school backers ripped Mayor de Blasio as a «disgrace» Wednesday after he said their sparkling state exam scores stemmed from a misguided fixation on testing.

The law, which bases as much as 50 percent of teachers» job ratings on student test scores, was strengthened during a time when more rigorous standardized exams, based on the national Common Core academic standards, were being introduced into classrooms.

Charter - school backers ripped NYC Mayor Bill de Blasio as a «disgrace» after he said their sparkling state exam scores stemmed from a misguided fixation on testing.

Until now, a score of 41 out of a total of 75 was required on the exams, known as the edTPA, for educative Teacher Performance Assessment.

Tisch, who served nearly 20 years as a Regent and six as the Chancellor, led the controversial movements to adopt rigorous Common Core standards and tie a portion of teacher evaluations to student test scores, and also implemented more difficult state exams during her tenure.

Opt - out activists have said the number will continue to grow, citing reasons such as the perceived «over-testing» of students using exams that are not age and grade appropriate, as well as the use of test scores on teacher evaluations.

Having earned Cs in organic chemistry as an undergraduate, Eroy - Reveles was floored to score 97 % on her Ph.D. entrance exam — success she attributes to two quarters of teaching that brought greater mastery of the material.

The key objective was to see how exam scores varied from the national average depending on whether twins had the same genetic make - up, as identical twins do, or shared only half of their genes, which is true for non-identical twins.

And the writing task improved the scores of highly anxious ninth graders so much that they performed as well as students with low anxiety on a biology final exam.

All students, regardless of intellectual ability, had lower exam scores the more they used the Internet for non-academic purposes such as reading the news, sending emails and posting Facebook updates.

By contrast, in the historiometric approach, a person's IQ is quantitatively estimated based on variables having known correlations with IQ, such as highest level of education, academic honors, scores on college admissions exams, occupation, and preferences.

To be clear, the predictive power of these exams is not zero; longitudinal meta - analytic studies do find statistically significant linear correlation coefficients at the 0.1 - 0.2 level between test scores and long - term outcomes such as citations and scholarly output decades later.

Negative points (negative stimulus), could serve as an example of punishment, as undesired responses on learners» behalf would result in lowering their total exam scores.

The current tests are not as high a barrier to high school graduation as they are often alleged to be, as a student may generally take the exam multiple times in order to achieve a passing score.

A school - by - school breakdown of scores on Massachusetts» first - ever exam for licensing new teachers is forcing some education schools to take a hard look at their curricula, even as state officials propose creating one of the nation's most intensive programs of teacher recruitment and training.

Finally, while exam - school students have considerably higher fluid cognitive skills (as would be expected of students who gain admission via test scores and grades), attending one of these locally renowned schools in the company of other bright students confers no systematic advantage.

The designation of low - scoring students as eligible for special education was more common in schools where a small number of students had failed the 8th - grade exam, making it easier for educators to target specific students.

It is therefore competitive to enter teacher education programs, requiring a high standard of university entry — based on a matriculation score as well as an entrance exam and an interview.

As test - preparation materials leap off the printed page and onto the Web, an increasing number of states and districts are turning to online test - prep programs to help raise student scores on high - stakes assessments, Advanced Placement tests, and college - entrance exams.

Furthermore, studies in Texas and elsewhere have found that some schools raised their published test scores by retaining low - performing students in 9th grade, by classifying them as eligible for special education (or otherwise exempting them from the exam), and even by encouraging them to drop out.

We analyzed the test - score improvements made between each student's first 3rd - grade year and the following year on both the state's own accountability exam and the Stanford - 9, a nationally normed exam administered at the same time as the FCAT but not used for accountability purposes.

Because Florida did not participate in the NAEP in 2000, I use as the state's baseline score its median score on the 4th - grade NAEP reading exam in 1998.

As seen in the figure, MCAS and PARCC correlations are similar to each other, and both exams are at least as correlated with college grades as are SAT scoreAs seen in the figure, MCAS and PARCC correlations are similar to each other, and both exams are at least as correlated with college grades as are SAT scoreas correlated with college grades as are SAT scoreas are SAT scores.

As critics contend, the state's aggregate test - score improvements on the 4th - grade FCAT reading exam — and likely on the NAEP exam as well — are inflated by the change in the number of students who were retained in 3rd grade in accordance with the state's new test - based promotion policAs critics contend, the state's aggregate test - score improvements on the 4th - grade FCAT reading exam — and likely on the NAEP exam as well — are inflated by the change in the number of students who were retained in 3rd grade in accordance with the state's new test - based promotion policas well — are inflated by the change in the number of students who were retained in 3rd grade in accordance with the state's new test - based promotion policy.

Given these USDOE restrictions, one might think that the only option is for states and districts to choose a sparse growth model, such as median student growth percentiles (SGPs), that only controls for past student exam scores in estimating student growth.

Even with a sparse growth model such as SGPs, a student who is eligible for the free lunch program is likely to have a lower growth «target» than a non-eligible student because, on average, students who are eligible for the free lunch program also have lower prior exam scores.

This effect is as large as the average difference in exam scores for two students whose cumulative GPAs at the start of the semester differ by 0.17 grade points on a standard 0 — 4.0 scale.

The flagging of SAT scores protected the test's usefulness as a common standard of measurement by informing readers, such as college - admissions officers, when the test had been taken under unusual conditions, such as receiving time and a half to finish the standard three - hour exam.

In a compelling account, replete with biographical as well as institutional detail, Lemann traces the history of the founding of the Educational Testing Service in Princeton, New Jersey, and the eventual hegemony of its machine - scored college - entrance exams.

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We included administrative data from teacher, parent, and student ratings of local schools; we considered the potential relationship between vote share and test - score changes over the previous two or three years; we examined the deviation of precinct test scores from district means; we looked at changes in the percentage of students who received failing scores on the PACT; we evaluated the relationship between vote share and the percentage change in the percentile scores rather than the raw percentile point changes; and we turned to alternative measures of student achievement, such as SAT scores, exit exams, and graduation rates.

To sum up: 1) low - stakes tests appear to measure something meaningful that shows up in long - run outcomes; 2) we don't know nearly as much about high - stakes exams and long - run outcomes; and 3) there doesn't seem to be a strong correlation between test - score gain and other measures of quality at either the teacher or school level.

The schools» effects on other kinds of outcomes and over the longer haul are simply unknown, as are their effects on youngsters whose exam scores were well above the cutoff.

In a new article for Education Next, Ira Nichols - Barrer, Erin Dillon, Kate Place, and Brian Gill report that scores on the Partnership for Assessment of Readiness for College and Careers (PARCC) exam and the Massachusetts Comprehensive Assessment System (MCAS) exam do equally well at predicting students» success in college, as measured by first - year grades and by the probability that a student needs remediation upon entering college.

In both subjects, scores on both exams are at least as strongly correlated with college grades as the SAT, a widely used indicator of college readiness.

These assessments combine easy - to - score multiple - choice exams, such as the one Fann took in her kitchen under the remote eye of a proctor, with real - world «performance» assessments, including presentations and case studies graded by people whose only role in the process is providing this assessment.

As other studies, including the 1996 science exam of the National Assessment of Educational Progress, have found, girls» scores on math...