Sentences with phrase «student achievement tests as»

Student achievement tests as tools of educational policy: Practices and consequences.

Not exact matches

In contrast, parents who value a performance orientation, focus on their student's achievement as mainly measured by grades and test scores — the need to score better than others in order to succeed.

«Two days of testing is a natural next step, as long as the assessments continue to cover the material needed to truly measure every student's strengths and challenges, and the changes are implemented carefully and with the input of educators and communities,» High Achievement New York, which advocates for higher standards, said in a statement.

Betty Rosa, the Regents chancellor and a former New York City school administrator, noted the current evaluation law has created a situation under which teachers in fields not covered by state tests, such as physical education, often find themselves rated on the basis of student achievement in areas that are tested, such as English and math.

«Over the past decade we've been able to identify a growing number of educational interventions that have managed to have notable impacts on students» academic achievement as measured by standardized tests,» West says.

The public release of these ratings — which attempt to isolate a teacher's contribution to his or her students» growth in math and English achievement, as measured by state tests — is one important piece of a much bigger attempt to focus school policy on what really matters: classroom learning.

Test - based incentive programs, as designed and implemented in the programs that have been carefully studied, have not increased student achievement enough to bring the United States close to the levels of the highest achieving countries.

Results of the study indicate that LTTA students perform better on math computation and estimation (as measured by the Canadian Achievement Test, CAT · 3) compared to students in similar non-LTTA schools.

For instance, in an April 28, 2004, column, Winerip described a school in Florida as unfairly penalized by NCLB, but he failed to mention that the school reported low overall test scores and had significant achievement gaps between white and minority students.

While the word «accountability» never appears in Risk, its call for higher academic standards and its focus on student achievement as the main barometer of quality laid the intellectual groundwork for the rigorous curricula and tests envisioned by the promoters of standards - based -LSB-...]

As the Department of Education's research chief, Sharon Robinson watched almost 5 percent of her office's budget go to the Educational Testing Service to write and analyze a student - achievement test in 45 states.

In its report, Incentives and Test - Based Accountability in Education, the committee says that NCLB and state accountability systems have been so ineffective at lifting student achievement that accountability as we know it should probably be dropped by federal and state governments alike.

Tenth - grade earth science students who engaged in PBL earned higher scores on an achievement test as compared to students who received traditional instruction (Chang, 2001).

After years of stagnation in the late 1980s and early 1990s, achievement began to rise again in the late «90s — particularly in the earlier grades and most notably in math — as states set new academic standards, started testing their students regularly, and installed their own versions of «consequential accountability» systems.

Second, math and reading achievement tests are not designed to capture what we expect students to learn in other subjects, such as science, history, and art.

Coleman found that variation in school resources (as measured by per - pupil spending and student - to - teacher ratios) was unrelated to variation in student achievement on standardized tests.

In Australia, for example, writing is included as one of four core areas assessed in the nationwide tests of student achievement (National Assessment Program — Literacy and Numeracy [NAPLAN]-RRB-, and students are expected to know how to write within diverse creative, informative, and persuasive genres.

Since the 1970s, policymakers have relied on test - based accountability (TBA) as a primary tool for improving student achievement and for reducing racial and socioeconomic achievement gaps.

Who is most likely to be willing to abandon control over their admissions, accept tiny voucher amounts as payment in full for serving the lowest achieving students, and be willing to take the state achievement tests?

Importantly, the schools attended by students in our sample include both open - enrollment public schools operated by the local school district and five over-subscribed charter schools that have been shown to have large, positive impacts on student achievement as measured by state math and English language arts tests.

As with many other successful data - driven schools, at Elm City the work begins before school starts, when teachers and principals — both Dale Chu, who heads up the elementary grades, and Marc Michaelson, who oversees the middle school — use a variety of diagnostic tests to understand the ability and achievement levels of their incoming students.

To the extent the program involves student achievement, it bases awards on «student learning objectives» as «created by individual teachers, with the approval of site - based administrators»; these objectives «will be measured by a combination of existing assessment instruments, and teacher designed tools,» as well as by state standardized tests.

Students who attend middle schools at risk of dropping out of high school As compared to students in K - 8 elementary schools, middle school students also score lower on achievemenStudents who attend middle schools at risk of dropping out of high school As compared to students in K - 8 elementary schools, middle school students also score lower on achievemenstudents in K - 8 elementary schools, middle school students also score lower on achievemenstudents also score lower on achievement tests.

In implementing READS, districts must adopt a set of data use strategies that inform decision - making and help to improve student achievement, such as examining spring to fall achievement gains or losses and using the results of student surveys and achievement tests to select books that are well matched to students» reading skills and interests.

Amrein and Berliner concluded, as announced in their press release, «High - stakes tests may inhibit the academic achievement of students, not foster their academic growth.»

As is well known, the economic benefits of a college education have risen dramatically during the past quarter century, and substantial evidence shows that students with good grades or high scores on achievement tests tend to pursue more education.

The K - 20 EDW includes detailed enrollment, demographic, and program participation information for each student, as well as reading and math achievement test scores.

Recalling that black students have the lowest scores on both the reading and math tests, one can see that these results can be interpreted as the effects of peer achievement.

The achievement gap between middle - school students and K — 8 students is put in stark relief in Figure 1, which displays our estimates of the impact of attending a middle school on student achievement as measured by standardized tests in math and English Language Arts.

In the 2001 reauthorization of ESEA as the No Child Left Behind Act, states were required to test students in grades 3 — 8 and disaggregate results based on student characteristics to make achievement gaps visible.

In the specific year when students move to a middle school (or to a junior high), their academic achievement, as measured by standardized tests, falls substantially in both math and English relative to that of their counterparts who continue to attend a K — 8 elementary school.

In Phase 2 Validation, the evaluator will a) conduct an experimental test of the cumulative effects (across 2 summers) of the most cost - effective version of READS (CE READS) in as many as 10 school districts, and b) compare achievement growth in the summer and school year for students who received CE READS and students who did not receive READS.

By way of comparison, the authors note that the impact of being assigned to a teacher in the top - quartile rather than one in the bottom quartile in terms of their total effect on student achievement as measured by student - test - based measures of teacher effectiveness is seven percentile points in reading and six points in math.

Our data on student achievement come from the Washington State Assessment of Student Learning, a statewide test given annually in 3rd through 8th grade as well as in 10thstudent achievement come from the Washington State Assessment of Student Learning, a statewide test given annually in 3rd through 8th grade as well as in 10thStudent Learning, a statewide test given annually in 3rd through 8th grade as well as in 10th grade.

And if the underlying measure of student achievement in these studies was standardized tests, as was surely the case in many of them, why are such tests acceptable as measures of teacher quality in studies that are meta - analyzed and used indirectly, but unacceptable when they are used directly to assess teacher quality in a structured research design?

But, unfortunately, evidence from both the United States and other countries shows that more school resources and smaller classes do not have much of an effect on how much a student learns in school, as measured by tests of achievement.

Student achievement at schools operated by the Bureau of Indian Affairs as measured by scores on standardized tests is considerably lower than that of public schools, according to a report by the federal General Accounting Office.

We need to be assured that the scale on which we measure achievement is one of equal units: one student's five - point increase on an achievement test, from 15 to 20, must represent the same gain as another student's five - point increase from 25 to 30 (see Figure 1).

As noted earlier, whereas Amrein and Berliner simply compared the test scores of 4th graders in one year with those of a different set of 4th graders four years later, we measured students» growth in achievement between the 4th and 8th grades.

As a result, we tested the relationship between classroom observations and a teacher's average student - achievement gains.

When compared with such crude indicators, the combination of student achievement gains on state tests, student surveys, and classroom observations identified teachers with better outcomes on every measure we tested: state tests and supplemental tests as well as more subjective measures, such as student - reported effort and enjoyment in class.

To the extent that the most important staffing decisions involve sanctioning incompetent teachers and rewarding the very best teachers, a principal - based assessment system may affect achievement as positively as a merit - pay system based solely on student test results.

This is important to know because research has shown that teachers» aptitude, as measured by scores on standardized tests, significantly affects student achievement.

In theory, administrators could classify more students as disabled each year (see Figure 2) and then provide each one with increasingly generous testing accommodations until a desired level of aggregate achievement was obtained.

Teachers» average student - achievement gains based on such tests are more volatile from year to year (which translates to lower reliability) and are only weakly related to other measures, such as classroom observations and student surveys.

But for Core proponents, the timing couldn't be worse: Just as states began implementing the new standards, 40 states receiving No Child waivers are also launching new systems to evaluate teachers, which will incorporate some measures of student achievement, including, where available, scores from standardized tests.

Her litany of complaints about the academic results of Klein's «radical restructuring» is somewhat familiar — «inflating» test results and «taking shortcuts» to boost graduation — except for the charge that «the recalibration of the state scores revealed that the achievement gap among children of different races in New York City was virtually unchanged between 2002 and 2010, and the proportion of city students meeting state standards dropped dramatically, almost to the same point as in 2002.»

The costs of extra planning time are offset, however, by significant rewards, as evidenced by students» successes and their improved confidence and attitudes, as well as their achievement on standardized tests.

NCLB, while broadening awareness of the achievement gap, simultaneously narrowed the purpose of our nation's schools, boiling the whole endeavor down to the incremental movement of testing numbers as an attempt to say something about student literacy and numeracy.

The ideal assessment will be more nuanced, gathering student data over time but also looking at the small, yet significant improvements in achievement, such as higher grades or increased participation in class, which might not be immediately reflected in students» test scores.