Sentences with phrase «if standardized test scores»

(15) If standardized test scores form a substantial part of a school or a teacher's evaluation, there is likely to be considerable pressure to align other measures with the test score data.

Not exact matches

And especially in this moment when we really care a lot about accountability in schools, there has been an increasing emphasis on finding measures — like a student's standardized test scores — to tell us if a teacher is a good teacher.

The original act held schools accountable to minimum percentages of proficient students, as measured by scores on standardized tests, with the threat of sanctions, including school closure, if they failed.

The law allowed for exceptions to the retention policy if a student had limited English proficiency or a severe disability, scored above the 51st percentile on the Stanford - 9 standardized test, had demonstrated proficiency through a performance portfolio, or had already been held back for two years.

Tileston, D.) has clearly established that students will achieve higher scores on standardized tests if they know the vocabulary of the standards.

• too much school time is given over to test prep — and the pressure to lift scores leads to cheating and other unsavory practices; • subjects and accomplishments that aren't tested — art, creativity, leadership, independent thinking, etc. — are getting squeezed if not discarded; • teachers are losing their freedom to practice their craft, to make classes interesting and stimulating, and to act like professionals; • the curricular homogenizing that generally follows from standardized tests and state (or national) standards represents an undesirable usurpation of school autonomy, teacher freedom, and local control by distant authorities; and • judging teachers and schools by pupil test scores is inaccurate and unfair, given the kids» different starting points and home circumstances, the variation in class sizes and school resources, and the many other services that schools and teachers are now expected to provide their students.

Students can receive college credit for such courses if they score high enough on standardized tests.

I would welcome the opportunity to determine who on my staff would receive differentiated pay, especially if value - added student achievement and standardized test scores are tracked as a part of the measurement.

State accountability systems focus attention and resources on low performance and remediation, but in many school districts across the country district leaders are as much concerned, if not more, about sustaining good performance and about establishing agendas for student learning beyond proficiency scores on standardized tests.

If passed, this will take what was the state's teacher evaluation system requirement that 20 % of an educator's evaluation be based on «locally selected measures of achievement,» to a system whereas teachers» value - added as based on growth on the state's (Common Core) standardized test scores will be set at 50 %.

By contrast, practices don't have to worry that they'll lose their jobs if students» scores on standardized tests don't rise year over year.

Your chances of getting into a highly selective school that requires standardized test scores will be greatly reduced if your scores are well below the norm for the school.

There is also a flexibility rule that allows students with a minimum 2.75 to still be certified if they achieve a score on the required standardized Praxis test that is at least 10 percent higher than the minimum passing score.

And if that were not enough, our lives revolve around testing — the overwhelming amount and the offensive misuse of scores from high - stakes standardized tests.

Race to the Top: President Obama's Race to the Top (RttT) initiative helped (and continues to help) to distribute billions of dollars in federal stimulus monies to states, thus far to a total of $ 4.35 billion, if states promise via their legislative policies that they will use students» large - scale standardized test scores for even more consequential purposes than NCLB required prior.

No one has any idea if a high score on a Common Core - aligned standardized test will result in a student being successful in college or in a career.

Joel Klein is right... if we accept that the only learning outcomes that matter are those which are directly related to Math and ELA standardized test scores.

The studies, both by the Community College Research Center at Teachers College, Columbia University, found that as many as a third of students sidetracked into remedial classes because of their scores on standardized tests would have earned a B or better if they had simply proceeded directly to college - level courses.

To account for the limitations of the tests, Louisiana allows an exception if students score between one and a half and two standard deviations above the mean on three separate tests: the IQ test and the standardized math and English exams.

The Wisconsin proposal, however, is limited to children who are scoring in the top 5 percent of standardized tests or have been identified «by an education official» as being gifted and talented «if a student demonstrates evidence of high - performance capability in intellectual, creative, artistic, leadership or specific academic areas and needs services or activities not ordinarily provided in a regular school program.»

Further, if schools are identified as failing primarily by their standardized test scores, the percentage of misidentified schools will be unacceptably large.»

If the power of solidarity is going to reclaim our schools, more affluent, predominantly white activists will need to develop an anti-racist understanding of the movement against standardized testing and the barriers that communities of color face to joining — including the very real fear from parents of color that their children's schools will be shut down if they don't encourage them to score well on the testIf the power of solidarity is going to reclaim our schools, more affluent, predominantly white activists will need to develop an anti-racist understanding of the movement against standardized testing and the barriers that communities of color face to joining — including the very real fear from parents of color that their children's schools will be shut down if they don't encourage them to score well on the testif they don't encourage them to score well on the tests.

If teacher evaluations are going to be dependent, at least in part, on standardized test scores, then certainly superintendent evaluation should be dependent, at least in part, on how well they do handling standardized per unit expenditures.

And think about this: If teachers are evaluated on test scores, there has to be standardized test for every class.

The Democratic Assembly Speaker, for example, said that «he's always been troubled that teachers are rated on standardized test scores,» more specifically noting: «I don't think any single teacher that I've talked to would shirk away from being held accountable... [b] ut if they're going to be held accountable, they want to be held accountable for things that... reflect their actual work.»

Contrary to Mr. Villar's assertion, there is little, if any, evidence to support the idea that including standardized test scores in teacher evaluations will close the so - called achievement gap.

Did I mention these schools score well on standardized tests and other metrics (let's face it, if they've got their act together and have developed a reputation, they do just about everything better....

If Charter schools educate children who are less poor, have fewer language barriers and few special education needs, they will, by default, end up with high standardized test scores.

[12] If we want value - added scores to yield information about teaching beyond what is currently measured by standardized tests, we must use a test that measures knowledge we value.

If the announcement is as impressive as suggested, it would mean that the leadership of Connecticut's teacher unions have finally moved 180 degrees from the position they held on January 25, 2012 when the CEA and AFT joined with the other members of Governor Malloy's Performance Evaluation Advisory Council (PEAC) to approve the so - called «teacher evaluation framework» that inappropriately and unfairly mandates that student's standardized test scores be a major factor in the teacher evaluation process.

Thus, if California were to keep these old rules, a school that should be applauded for its strong gains for English learners would fall in the «red zone» on the display developed by the state to indicate how a school is doing on a number of measures, including standardized test scores.

Another key indicator of success will be if more students, and particularly high - needs students, are not just scoring better on standardized tests but are graduating at a higher rate.

Broadly speaking, the idea is that if more kids graduate from high school, and achieve higher scores on standardized tests, then more young people are likely to go to college, and, in turn, land jobs that can secure them spots in the middle class.

If recent news of California's lackluster standardized test scores was sobering, just wait until individual student results reach household mailboxes.

If test score are determinant, and if you want to keep teaching, then you have to alter the place standardized testing assumes in your instructional prioritIf test score are determinant, and if you want to keep teaching, then you have to alter the place standardized testing assumes in your instructional prioritif you want to keep teaching, then you have to alter the place standardized testing assumes in your instructional priority.

«Connecticut students could see a different standardized test next year and teachers might not see the test scores used in their evaluations, if federal officials give the OK.

If a student can achieve a proficient score on the state standardized tests (and pass a writing test in many... Read More

The one thing we do know is that if Bridgeport's standardized tests scores go down or student grades suffer, it has nothing to do with the teachers, the fault will lie directly with the outside administrators who have come in and screwed things up even more.

A widely acknowledged flaw of the No Child Left Behind Law is that its accountability system based on inaccurate and narrow standardized test scores unfairly, even if unintentionally, labels schools and students as failures.

It's generally true that schools consider a wide range of factors in admission, and standardized - test scores become more important if they are very low or if schools have other reservations or considerations about the student.

Standardized tests, even if scored turned around quickly, provide far too little information to be of much use in this process.

And if teachers are undermining accountability they must be doing a pretty poor job of it — we live in a time of unbelievable obsession with standardized testing, and teacher evaluation systems based on test scores of subjects that most teachers don't even teach — and from students they don't even know.

I am not sure if Elsa is really a good student if one is measuring by standardized test scores and / or performance on classroom exams, but she could be one of those students who becomes a success in life — like some corporate founders and wealthy people who simply followed their dreams and desires.

After all — if accountability to a classroom teacher means they are at risk of losing their job if students perform poorly on standardized tests — then what is the reason scores of library media specialists are losing their jobs across the country?

If you have applied for the loan within four years of your graduation date, you must also provide your standardized test scores results.

Rather than look at your credit history — which may be short depending on your age, or nebulous depending on such things as identity theft — UpStart calculates credit worthiness based on your career (for example, a lawyer is deemed more credit worthy than, say, an actor), your educational status, your job status (obviously, if you're employed, you're more credit worthy than someone who isn't) and standardized test scores to determine if you're worthy of a loan from them.

For example, if you're interviewing for a position as a teacher, your big picture question might relate to the school's standardized testing scores.