Sentences with phrase «instead of test scores»

Instead of test scores, Dr. Cobb suggests that we should have looked at other variables, such as student success in extracurricular activities and graduation rates.

Can the long - struggling Philadelphia school system change how we measure success by focusing on meaningful work instead of test scores?

Not exact matches

Instead we found that a shorter duration of breast feeding was associated with lower scores on mental developmental tests both at 13 months and at 5 years of age.

Some real - life changes, however, are being made in a number of schools around the country that focus on the critical - thinking skills of one student at a time instead of the collective test scores of a class, or a whole school, or a state.

Under his reform plan, Mr. Cuomo is suggesting that 50 percent of teacher assessments be based on student test scores instead of the current 20 percent.

The state education department still is in the process of advising districts how the moratorium will work in their evaluation systems, but generally the locally negotiated, state - approved assessments will be used instead of the state test scores in teacher and principal evaluations.

In this case, failing means student test scores are in the bottom 5 percent, test scores are getting worse instead of better, or the schools» graduation rates are below 60 percent for three consecutive years.

Instead, despite an influx of novice teachers, student math and English test scores either stayed the same or went up.

«Instead of relying on intellect to produce good grades and high test scores,» Gauld writes in Character First: The Hyde School Difference, «students at Hyde learn to follow the dictates of their conscience so they can develop the character necessary to bring out their unique potential.»

Because test scores are not necessarily the best measure of learning or of likely economic success, we examine instead the relationships between SFR - induced spending increases and several long - term outcomes: educational attainment, high school completion, adult wages, adult family income, and the incidence of adult poverty.

Let's begin with the authors» using 13 «dimensions of teaching expertise» as their evaluation criteria instead of student test scores.

So now, here we are, barely ten years into this huge reform, with our little platoon of teachers and administrators and parents fighting feverishly on the front, beginning to make some progress on test scores and feel some confidence about improving our kids» academic opportunities — and I look up from my trench and, instead of seeing the school house door thrown open with garlands of WELCOME signs, I see teachers back to cheering from the windows as the reform generals scurry away, white flags in hand.

Instead of digging into that, of course, Winerip jumps to the predictable conclusion that «evaluating teachers based on their students test scores may not be foolproof.»

Instead of using proficiency rates to gauge achievement, Colorado will take an average of students» test scores, which sounds simple (like blocking and tackling) because it is simple — assuming you do it.

And since putting the emphasis on test scores, instead of on educating children, overwhelms schooldays with memorizing and boredom, the efforts that go into improving poor children's test scores necessarily take away from efforts to provide them with a demanding and engaging and worthy education.

He wrote that «undue emphasis upon average test results, upon school - to - school and teacher - to - teacher comparisons... may cause the teacher... to neglect the interests of the pupils, and to be concerned instead with subject matter objectives and with higher average scores for their own sake.

Instead, school districts, eager to be perceived as plugged in and afraid of being penalized for low test scores, have bought into expensive drill - and - kill software — the kind that costs a fortune and displays a silly animation of fireworks or cheering crowds for every five correct answers — with only minimal improvements on test scores and scant evidence of long - term progress among students.

Instead of just looking at test scores, you can see how an online learner fared during each step of the task.

Instead of multiple indicators of what students know, we end up with a single test score that somehow is supposed to capture everything that's inside of a student's head.»

Expand: Comprehensive Assessment Assessment should be expanded beyond simple test scores to instead provide a detailed, continuous profile of student strengths and weaknesses.

Many Obama supporters thought he would de-emphasize test scores, but instead his administration made them even more important for «accountability» purposes, and teachers found themselves in the crosshairs of unreasonable evaluation systems, sometimes being assessed by the scores of students they didn't have and / or subjects they didn't teach.

Michael J. Petrilli, president of the Thomas B. Fordham Institute, tied those test scores to improved graduation rates, saying the law helped «millions of kids who would have been on a trajectory to drop out of high school, and instead, they made it.»

So, portfolios are frequently included with other types of authentic assessments because they move away from telling a student's story though test scores and, instead, focus on a meaningful collection of student performance and meaningful reflection and evaluation of that work.

Of course, Atlanta's education managers could have done all of those things — for example by looking into performance claims by schools that had done nothing visible to improve instruction, taking answer sheets out of the school the day tests were administered instead of leaving them in the schools» custody for weeks, and comparing reported test scores with an external standard like NAEOf course, Atlanta's education managers could have done all of those things — for example by looking into performance claims by schools that had done nothing visible to improve instruction, taking answer sheets out of the school the day tests were administered instead of leaving them in the schools» custody for weeks, and comparing reported test scores with an external standard like NAEof those things — for example by looking into performance claims by schools that had done nothing visible to improve instruction, taking answer sheets out of the school the day tests were administered instead of leaving them in the schools» custody for weeks, and comparing reported test scores with an external standard like NAEof the school the day tests were administered instead of leaving them in the schools» custody for weeks, and comparing reported test scores with an external standard like NAEof leaving them in the schools» custody for weeks, and comparing reported test scores with an external standard like NAEP.

In the falsification models, we estimate «curriculum effects» on test scores prior to the year of adoption of the focal curriculum materials, and on test scores in English Language Arts (ELA) instead of mathematics.

It goes something like this: Step away from federal heavy - handedness around states» accountability and teacher credentialing systems; keep plenty of transparency of results in place, especially test scores disaggregated by racial and other subgroups; offer incentives for embracing promising reforms instead of mandates; and give school districts a lot more flexibility to move their federal dollars around as they see fit.

California, Idaho and other states are developing accountability systems to assess a range of school quality indicators instead of simply ranking districts by test scores.

It emphasizes high - stakes testing, judging teachers by their students» test scores, closing low - performing schools instead of helping them improve, and promoting a huge increase in private management of public schools.

If the test scores don't come back as high as we would like, we can put our heads together and find a solution instead of just blaming the school district.»

Concerning the so - called «achievement gap», why don't we create a test that is biased in favor of urban populations instead of one biased against them, and see how suburban students score.

Instead, the two sides agreed to evaluate teachers with such data as raw state test scores, district assessments, high school exit exams and rates of attendance, graduation, suspensions and course completion.

Episode Info: Instead of just looking at the effect teachers have on the test scores of their students, researchers have expanded their focus to include the impact of teachers on student attendance and the long run outcomes of their students.

Instead of simply relying on test scores, teams will explore other, more holistic measures that include student ownership and agency, social and emotional support, and career preparedness.

Instead of adopting a new and untested Common Core standards the answer should have been to simply adopt the high standards of Massachusetts or one of the other states with high standards and consistent high scores on national tests.

And ISTEP scores plummeted about 20 percent in 2015 when compared to the previous year due to a hastily rolled out test that was based on Indiana - specific standards for math and science instead of the Common Core.

In a departure from the past decade's heavy reliance on test scores to determine which students advance to the next grade, the New York City Department of Education said Wednesday that schools will use a basket of measures instead.

That being not enough, he then decreed that states could apply for flexibility waivers to get out of the terrible mandates of NCLB as long as they agreed to the terrible mandates of Arne Duncan: to adopt the Common Core state standards, the common core national tests, link teacher and principal evaluations to standardized test scores, and, instead of all students being «proficient» by 2014, assure that all students will be «college ready» by 2020.

Instead of relying on intelligence and achievement test scores solely for identification, multiple criteria would be used, including more non-traditional measures such as observing students interacting with a variety of learning opportunities (Passow & Frasier, 1996) it is a belief of many in the field of gifted education that new conceptions of giftedness and a new paradigm for identifying and selecting students will help minority and disadvantaged students become more represented in gifted programs (VanTassel - Baska, Patton, & Prillaman, 1991; Ford, 1996).

Instead of paying teachers based on seniority, North Carolina is experimenting with alternative models — such as paying teachers more based on student test scores or for agreeing to accept additional duties or leadership roles.

We could increase charter school test scores by opening more charter schools that targeted suburban white students instead of at - risk urban youth, but that's not the point of having charter schools.

Washington Gov. Jay Inless has said he wants the bill to go a bit further - instead of just one A-to-F grade, schools should receive five of them based on such issues as test scores but also progress in closing the achievement gap and performance relative to similar schools.

Instead, North Carolina will institute a system of merit pay based on students» test scores.

This detailed information about student academic growth should be used instead of AGT scores or any other measurements based on a single test, as teachers and administrators seek to use data to inform best practices that will improve student achievement;» [emphasis ours]

Instead, 50 % of the score will be based on student growth on state tests, or a student growth measure that measures one year of academic growth.

The project leaders and the evaluators often don't consider the quality of project implementation and, instead, look only at student scores on state tests.

He could have visited schools and looked at the legitimate difficulties instead of shutting them down due to test scores.

I must speak up and say that using the term «success» instead of «standardized test scores» was in disservice to this complex issue.

Using multiple measures, instead of just test scores, to determine an education endeavor's success can lead to enhanced student performance, better decision making, and a more comprehensive view of school quality and student achievement.

Much of the anxiety surrounding math comes directly from classrooms that don't actively advocate for a growth mindset — a way of thinking that emphasizes effort and understanding concepts instead of focusing solely on test scores and right answers.

Instead of recognizing the impact poverty and language barriers actually have on educational outcomes, the «education reformers» claimed that if we just hold teachers accountable, test scores will go up and students will succeed.