Sentences with phrase «about standardized test scores»

Simply put, it is not all about standardized test scores anymore, and the school with the highest scores may no longer be the highest ranked school under the new system.

«The focus on just thinking about standardized test scores as being synonymous with achievement for teenagers is ridiculous, right?»

These are some of the things I've heard teachers say over the years about standardized test scores and the pressures surrounding student performance:

Dan Koretz, Reporters Roundtable on High Stakes Testing Bloomberg, 4/26/13 «Dan Koretz, professor and director of the Education Accountability Project at Harvard University, John Merrow, PBS education correspondent, Kevin Riley, Atlanta Journal Constitution editor in chief, and Greg Toppo, USA Today national K - 12 education reporter, discuss the effects and increased pressure of high stakes testing on education, test tampering indictments of 35 educators in Atlanta and renewed discussion about standardized test score irregularities in the District of Columbia.»

Not exact matches

Girls, for example, now make up about half of the enrollment in high - school science and math classes and are scoring almost identically to their male classmates on standardized tests.

Only about one black student in seven scores above the 50th percentile on standardized college admissions tests.

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.

But the scientists, the economists and neuroscientists and psychologists who I've been studying and writing about are really challenging the idea that IQ, that standardized test scores, that those are the most important things in a child's success.

Both groups were surveyed about their health behaviors, and their standardized test scores were compared.

Questions arose after the Atlanta Journal - Constitution began publishing a series of articles in 2009 about the veracity of standardized test scores, which prompted Governor Sonny Perdue to open an official inquiry.

Wrong Answer will be based in part on a New Yorker article about the Atlanta teachers who were in an untenable situation — the No Child Left Behind Act that was passed in 2001 threatened to shut down the Parks Middle School based on standardized test scores with no consideration for testing bias.

After extensive research on teacher evaluation procedures, the Measures of Effective Teaching Project mentions three different measures to provide teachers with feedback for growth: (1) classroom observations by peer - colleagues using validated scales such as the Framework for Teaching or the Classroom Assessment Scoring System, further described in Gathering Feedback for Teaching (PDF) and Learning About Teaching (PDF), (2) student evaluations using the Tripod survey developed by Ron Ferguson from Harvard, which measures students» perceptions of teachers» ability to care, control, clarify, challenge, captivate, confer, and consolidate, and (3) growth in student learning based on standardized test scores over multiple years.

Because only about 15 percent to 30 percent of teachers instruct in grades and subjects in which standardized - test - score data are available, some states and districts have devised or added additional tests.

The results of this new research demonstrate that the potential benefits of increased teacher diversity extend well beyond standardized test scores, raising important questions about lost opportunities caused by the underrepresentation of minority teachers in America today.

«When the standardized tests begin to test thinking, I'll care about the test scores... but it's not what we want to be doing for kids.

Figure 1b shows the changes in standardized test scores, across the full range of student performance, that can be attributed reasonably to teacher and school performance and to decisions about how the school allocates resources among students.

a broad agreement about their mission and purpose — everyone's there to get high scores on standardized tests, everyone's in agreement about the need for results, and everyone's bought into how these results will be obtained.

The first state standardized test scores are in, and the 11th graders did no better than those at other comprehensive, non-selective city high schools: about one - quarter of the students met proficiency standards in reading and a mere 7 percent in math.

Statistically, a question that creates the most score spread on standardized achievement tests is one that only about half the students answer correctly.

In other words, whatever the limitations of standardized tests may be, test - based value - added scores do, in fact, provide valuable information about the things most people care most about.

The fact is that we use standardized tests because they are relatively inexpensive to administer and score, not because they tell us a great deal about the capacities of individual students.

Kids need to score above the 97th percentile on a standardized test in order to enter the admissions lottery and, every year, about two - thirds of those who qualify are shut out.

I realize that the joint effort of staff members to help these students has to do with standardized test scores — but what about our gifted learners?

While the scores from good standardized tests tell us something about a student, they hardly tell us everything about that student, much less that student's school.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

One of the biggest complaints about NCLB was the test - and - punish nature of the law — the high - stakes consequences attached to student standardized test scores.

While many parents, educators, school leaders, and policymakers disagree about the kinds of tests administered, how the scores should be used, and how frequently students should be tested, it is important to be supportive of your child's efforts on standardized tests, and to help her do her best.

• Hybrid format students performed slightly better, achieving pass rates 3 percentage points higher, standardized - test scores about 1 percentage point higher, and final - exam scores 2 percentage points higher.

«Our entire technology has only been in place since last spring, so it's early to look for changes on standardized tests,» Grignano said when asked about student scores.

When reform - friendly commenters and cheerleading journalists write about the NOLA transformation, it's become de rigueur to offer a standard qualifier — words to the effect of, «We still have a long way to go, but...» In this formulation, poor overall reading and math proficiency based on standardized test scores is a mere speed bump before long and laudatory discussions of the remarkable growth demonstrated by the city's charter schools and students since Katrina.

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.

Last year only about 40 % of students scored proficient or above in reading on the state standardized test, but 99.5 % of teachers are rated satisfactory.

Efforts to improve ways to assess teachers have been stalled in part over disagreement about using students» academic achievement as measured by standardized test scores.

That said, the NACAC study revealed that about a third of selective colleges stated that a small increase in standardized test scores could make a difference in their admission decision.

Have your read about standardized test manipulation and cut score deception?

Standardized test scores are an important data point that can tell us something about the overall effectiveness of our curriculum, instruction, and school programming.

Adkins addresses several frequent criticisms of the test, including objections to using a corporate partner to score the assessments and concerns about the effort to standardize the teaching profession.

Getz, who was one of 50 principals who signed a letter to New York Education Commission John King citing concerns about the quality of the spring 2013 assessments, hopes policymakers will acknowledge that standardized test scores are imperfect measures of what students are supposed to learn under the new standards.

Distilling critics» fears to the common denominator, one finds an overarching concern that the current discussion about IPS reform will center on shifting control of money and power without genuine awareness of what techniques could best shape IPS students into life - long learners capable of achieving success on a broader plane than that defined by standardized test scores.

There's something else that's different about Wayne Township's model: How teachers whose students don't take standardized tests are scored.

No important academic decision about a student, a teacher, an administrator, a school or a district should be made solely on one type of evidence, such as standardized test scores.

Finally, standardized test scores are strongly correlated with students» demographic characteristics, which means they tend to tell us more about the number of economically advantaged students in any particular school than what they are learning.

Here's a discussion about education evaluation systems that don't obsess on standardized test scores.

Recently, Duckworth heard about the school that was instituting a Grit Week in order to boost its students standardized testing scores, a goal she 100 percent would not have picked, for one simple reason: Who ever heard of a teenager being passionate about standardized tests?

The dozen educators who stood trial, including five teachers and a principal, were indicted in 2013 after years of questions about how Atlanta students had substantially improved their scores on the Criterion - Referenced Competency Test, a standardized examination given throughout Georgia.

Some teachers expressed misgivings about the use of raw standardized test scores rather than value - added ratings.

Billions spent on collecting standardized test scores have successfully given us a sense of how students perform across school districts and states (the answer: not very well), but they do little to tell us meaningfully about how individual students are doing.

He further testified that standardized test scores don't provide enough information about what goes on in a classroom and should therefore not be used to assess a teacher's effectiveness.

But given the disparities that exist — particularly in potential teachers» performance on standardized tests — it is still important to be cautious about increasing cut scores for various entry points into the profession.

Friedman was speaking specifically about value - added ratings of teachers — which use student scores on standardized tests to determine a teacher's relative effectiveness — and whether they are sufficiently accurate and reliable to guide personnel decisions.