Sentences with phrase «about standardized tests in»

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.

Dick Tilton After writing a serious rant about all this, I reconsidered: This is — hopefully — about improving effectiveness in standardized testing, NOT about limiting pepperoni from school curricula.

But in the book I do argue against the intense national focus on standardized tests, which measure a fairly narrow range of cognitive skills and turn out to be not very effective predictors of the educational goals that I think we should care about, especially college - graduation rates.

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.

Assemblyman Jim Tedisco (R,C,I - Glenville), Assemblyman Al Graf (R,C,I - Holbrook) and Assemblyman Ed Ra (R - Franklin Square) today called on the Assembly Majority to get serious about the impending Common Core standardized testing crisis in our schools and convene a special session before the first round of tests begin on April 14th to ensure parents know about their rights to have their children refuse the tests.

But while most of the attention went to negotiations about teacher evaluations and standardized tests, new policies also were put in place for dealing with failing schools.

The newly elected Chancellor to the Board of Regents, Betty Rosa, expressed grave doubts about the state's use of standardized tests in the schools, saying if she were not on the Board of Regents, she would join the opt out movement and not permit her children to take the tests.

Success students, or scholars as they are known in the network's parlance, perform remarkably well on standardized tests, leading to many accolades and repeated questions about Moskowitz's «secret sauce.»

Clinton has serious reservations about how the Common Core rollout and testing have happened in New York, even as she supports tough national standards and standardized tests in general.

State Senator Marc Panepinto and administrators from about a half - dozen local school districts gathered in Hamburg to discuss Common Core, standardized testing and how their tied to teacher evaluations, and how to fix what they collectively believe is a flawed system.

It led to a boycott movement for the third - through eighth - grade standardized tests that resulted in about one - fifth of students opting out last year.

The newly elected chancellor of the Board of Regents, Betty Rosa, expressed grave doubts about the state's use of standardized tests in the schools, saying if she were not on the Board of Regents, she would join the opt - out movement and not permit her children to take the tests.

Jane Baton, who identified herself as a local algebra teacher, said she was concerned about standardized testing when it came to students» math aptitude, and said rigidity in the system is not good for students.

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.

After working together on «Fruitvale Station» and «Creed,» Michael B. Jordan and director Ryan Coogler are planning to reunite for «Wrong Answer,» a movie about the standardized - test cheating scandal that rocked Atlanta's education system in 2013, reports the New York Times.

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.

Knowing that this and related subjects make up about a quarter of the math content on California's standardized assessments, Medina used released test questions in this first phase.

In addition to pressure from peers, students spoke about pressure from adults, pressure related to standardized testing, and the demands of competing responsibilities.

There are legitimate complaints about the ways in which states are using the results of standardized tests.

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.

We've compiled some of the best resources from Edutopia and the web to support your use of assessment in PBL, including information about strategies, advice on how to address the demands of standardized tests, and summaries of the research.

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.

Visitors to the site can find articles about education and technology news; research on topics in math education, implementing standards, and standardized testing; and resources on technology integration, multimedia in projects, web design, national math initiatives, math methodology, and professional development.

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.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.testing on education, test tampering indictments of 35 educators in Atlanta and renewed discussion about standardized test score irregularities in the District of Columbia.»

The PZC tackles challenging issues about the kind of teaching and learning that should be done in classrooms all around the world, but is not being done, in part because of the pressure for certain performances on certain kinds of standardized tests, in part because teachers teach what they were taught and in the ways that they were taught 10 or 50 years ago.

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.

«A lot of the current interest among researchers in the policymaking community, and among practitioners, is centered on an attempt to be more specific about what it is that is not directly captured by standardized tests yet contributes to students» success.

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.

Philander Claxton, the commissioner of education in the United States, reached out to students across the country — not about standardized tests or preschool for all, but about something he called «joyous» and «useful»: school gardens.

The corporate world provides useful data about simulations designed to change behavior and obtain results (which is exactly what we hope will be learned in many situations but is something that few, if any, of our standardized achievement tests measure).

In education we talk about the necessity for the U.S. to become Internationally competitive, but many have the false assumption that standardized tests are somehow going to help make us more competitive.

Success in education is often measured by a standardized test, but there arent any tests designed to measure how students feel about themselves after being actively involved in a program like this.

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.

As their responses to other questions about testing might indicate, teachers hold standardized tests in the lowest regard.

Only one in four teachers claims that the state's standardized tests offer excellent or good information about the quality of schools, compared to the 69 percent who believe that the information is either fair or poor.

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 abouIn 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 abouin fact, provide valuable information about the things most people care most about.

Taken together, we believe we have spelled out an approach to standardized testing grounded in the fact that assessments can gather critical information about our students» growth and our own teaching practice, while acknowledging that this potential will be lost if we ignore the need for improvements to our current system.

«If you go back 40 to 50 years ago to the time when standardized testing was becoming very common in America's schools, the people who designed these tests were adamant about their appropriate use.

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.

As a parent, it's critical that you know about alternative types of classroom - based assessments, in addition to traditional tests and the standardized tests mandated by your school district or state department of education.

We've compiled a resources list to help families understand various uses of assessment in schools, what questions to ask, how to help children prepare, and all about standardized tests.

Members of these groups were told about either the state ranking of the average student in the respondent's district on standardized tests of achievement or the national ranking of the performance of the average student in the district.

Despite their rhetoric expressing concern about the role that standardized tests play in our education system, politicians persist in valuing these tests almost exclusively when it comes to accountability — not only for schools, as has been the case since the inception of No Child Left Behind, but for teachers as well, with a national push to include the results of these tests in teacher evaluations.

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).

The demands of standardized testing often force schools instead to emphasize rote learning in English, neglecting the incredible asset of children's native languages and much of what researchers have discovered about how children learn second languages.

The first was Understanding Today's Educational Testing with Professor Dan Koretz, which opened up the black box that is standardized testing in America and gave me the skill - set to accurately discern what these tests are actually telling us about student achieTesting with Professor Dan Koretz, which opened up the black box that is standardized testing in America and gave me the skill - set to accurately discern what these tests are actually telling us about student achietesting in America and gave me the skill - set to accurately discern what these tests are actually telling us about student achievement.

According to the survey, parent opinion reads like a photocopy of the union's agenda — supportive of more investment in schools and teachers, wary of standardized testing, skeptical about evaluating teachers based on student performance, and resistant to the expansion of choice.