Sentences with phrase «about test scores as»

«We care about test scores as a way to measure whether kids are on the right track today, but what we ultimately care about is kids being happy and healthy, being good citizens and having access to good jobs,» said Taylor.

Not exact matches

With about a 26 % acceptance rate, and an average Graduate Management Admission Test (GMAT) score of 712, the US News & World report ranks it as the 14th best business school in the US.

If you want to test my theory, have your spouse, or parent add you as an A.U. on a couple of their cards without even giving you the physical card (to avoid risk if they worry about abuse) watch your scores go through the statosphere if the balances are low because it increases your presumed available amount of credit and expands your ratio of credit vs balances

Putting aside the surprising reemergence of test scores as the preferred standard of performance, I wondered what she would say about Catholic schools.

And she found that it's incredibly predictive, that people are pretty honest about their grit levels and that those who say, «Yes, I really stick with tasks,» are much more likely to succeed, even in tasks that involve a lot of what we think of as IQ: She gave the test to students who were in the National Spelling Bee and the kids with the highest grit scores were more likely to persist to the later rounds; she gave it to freshmen at the University of Pennsylvania and grit helped them persist in college; she even gave it to cadets at West Point and it predicted who was going to survive this initiation called «Beast Barracks.»

The letter, written by a top Cuomo aide, says the student test scores are «unacceptable,» and asks Board of Regents Chancellor Merryl Tisch and outgoing Education Commissioner John King what to do about an evaluation system that rates just 1 percent of all of the teachers in the state as poorly performing.

While P.S. 130 has strong test scores, TriBeCa parents were concerned about the school's stricter rules, including a requirement that students must wear uniforms, and parents also worried their children would have trouble making friends because 70 percent of incoming kindergarteners at P.S. 130 do not speak English as a primary language.

In January, arguing to increase the weight of test scores, Mr. Cuomo cited the small number of teachers who were rated ineffective, noting that at the same time only about a third of students were reading or doing math at grade level, as measured by state tests.

These papers add to a growing body of information suggesting that widely used «objective» admissions measures, such as GRE test scores and GPA, are exactly the wrong way to go about picking future contributors to scientific progress.

A percentage score achieved in a properly validated test makes for much clearer thinking about personal characteristics than terms such as «satisfactory», «sufficient», or «high - flyer».

«In addition to gains in achievement test scores we also saw improvements in engagement with school, such as an increase in attendance of about 2.5 weeks per year» said Jonathan Guryan, Associate Professor of Human Development and Social Policy in the Institute for Policy Research at Northwestern University and Co-director of the University of Chicago Urban Education Lab.

Both groups experienced what Mintz - Binder saw as a satisfactory level of feeling that they belonged to a community or were connected, scoring an average of about 60 on a test with an 80 - point scale.

Their thoughts about their daughters» maths ability were much more tied to actual maths achievements, such as test scores.

Tough presents particularly compelling narratives about the progress of one Promise Academy elementary school and the middle school, the former achieving dramatic increases in test scores, and the latter temporarily closing its doors to new students as a result of poor (albeit improving) performance.

Their peers» average test scores are about 0.15 standard deviations higher, and the new schools have higher - quality teachers, measured in terms of the fraction of teachers with less than three years» experience, the fraction that are new to the school that year, the percentage of teachers with an advanced degree, and the share of teachers who attended a «highly competitive» college as defined by the Barron's rankings.

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.

In challenging the use of value - added models as part of evaluation systems, the teachers» unions cite concerns about the volatility of test scores in the systems, the fact that some teachers have far more students with special needs or challenging home circumstances than others, and the potential for teachers facing performance pressure to warp instruction in unproductive ways, such as via «test prep.»

The NEPC report paints a dismal picture of student learning at K12 - operated schools, but the fatal flaw of the report is that the measures of «performance» it employs are based primarily on outcomes such as test scores that may reveal more about student background than about the quality of the school, and on inappropriate comparisons between virtual schools and all schools in the same state.

She attributes the lack of advice to the fact that many teachers are as «stumped» about ways to increase vocabulary and raise test scores as she is.

But what about programs that have had a negative effect on test scores, such as those in Indiana, Louisiana, and Ohio?

Consequently, NAEP data should be relatively immune to concerns about accountability - driven test - score inflation, such as may result from «teaching to the test.»

These annual volumes make assertions about empirical facts («students» scores on the state tests used for NCLB are rising»; or «lack of capacity is a serious problem that could undermine the success of NCLB») and provide policy recommendations («some requirements of NCLB are overly stringent, unworkable, or unrealistic»; «the need for funding will grow, not shrink, as more schools are affected by the law's accountability requirements»).

Koretz uses this precept to frame the discussion of test - based accountability efforts as well as more in - depth discussion in later chapters about some of the more pernicious corruptions of test - based accountability: artificial test - score inflation, undesirable types of test preparation, and outright cheating.

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.

Educating people who have spent years behind bars is just as much about compassion and humanity as it is about effective study habits and good test scores, say their counselors and teachers.

In a profession that already feels under siege, the decision in most states — encouraged by the U.S. Department of Education — to press ahead with using student test scores as a significant component of a teacher's evaluation «just fuels the perception that we care more about weeding out weak teachers than giving the vast majority of teachers the time and support they need to make a successful transition to Common Core,» says Schwartz.

Quite surprisingly, he cites New Jersey's tortured 35 - year - old Abbott litigation as an example of «success,» but neglects to mention that the state's black students, the principal beneficiaries of the remedy, are still scoring at about the same relative levels on the NAEP tests as in 1992.

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 limitations of multiple - choice tests are apparent in subjects such as writing, music, and visual arts — a good test score indicates very little about a student's ability to analyze or create an essay, a musical composition, or a work of art.

We also left ourselves open to grossly misleading claims about our policies, such as the myth that we advocated evaluating teacher performance based on test scores alone.

Just as we found no evidence in the 2002 and 2004 elections that a large block of voters held incumbents accountable for poor test scores, we failed to find any indication that incumbents in 2002 and 2004 based their decisions about running for reelection on student learning trends.

Contrast this information with what we know about the relationship between credentials and classroom effectiveness, as measured by student test - score gains.

The initial government evaluation gathered data through 2008 - 09, so the graduation rate analysis is only based on about 300 students (as compared to 1,300 students from multiple grades included in the test - score analysis).

To sum up: 1) low - stakes tests appear to measure something meaningful that shows up in long - run outcomes; 2) we don't know nearly as much about high - stakes exams and long - run outcomes; and 3) there doesn't seem to be a strong correlation between test - score gain and other measures of quality at either the teacher or school level.

The authors suggest that other states learn from «the danger of relying on statewide test scores as the sole measure of student achievement when these scores are used to make high - stakes decisions about teachers and schools as well as students.»

But as a signaling device to schools and teachers about what mattered to the higher - ups at the DOE's Tweed Courthouse headquarters, they were clear and unambiguous: Raise test scores, but most importantly raise everyone's test scores.

In short, regardless of whether we're looking at teachers or schools, voters seem to be more skeptical about using state test scores as compared to other policy options.

Just as we should be humble about using test scores to identify quality schools, we should be humble about knowing the ideal political or regulatory strategy.

A detailed analysis means that an app will be storing all the data about you, such as how much of your syllabus is completed, what topics you have searched, how many online tests you have taken and what your scores are in those, or how was your ranking among all.

And as Andy Smarick has argued, voucher programs need something akin to authorizers, too, so that decisions about participating schools can be informed by nuance and human judgment, not just by test scores and other data points.

Using a large data set provided by the New York City Department of Education (NYC DOE), we analyzed student test scores as well as information about the students, their teachers, classrooms, and schools.

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).

This argument begs the question about how large correlations should be to be considered as indicators of adult outcomes, and it also discounts recent research showing that test scores improvements related to effective teachers were correlated with gains in adult labor - market outcomes.

As expected, the multitasking students learned less than those focused on the lecture, scoring about 11 percent lower on a test.

If we really offered our children some great future - oriented content (such as, for example, that they could learn about nanotechnology, bioethics, genetic medicine, and neuroscience in neat interactive ways from real experts), and they could develop their skills in programming, knowledge filtering, using their connectivity, and maximizing their hardware, and that they could do so with cutting - edge, powerful, miniaturized, customizable, and one - to - one technology, I bet they would complete the «standard» curriculum in half the time it now takes, with high test scores all around.

The research consensus suggests TFA corps members are about equally effective at raising students» test scores as teachers from all other pathways, though better in math than in reading and writing.

«There's been extensive work about how teachers affect test scores, but as [Loeb] pointed out, there's been substantially less on how teachers affect student behaviors, specifically attendance, [especially] in high school,» Kelley - Kemple said.

Because the single - year test - score increases raise as many questions as they answer about what is really happening in the schools, the administration is also boasting higher attendance rates in their new small high schools, a sign, they say, that students are more engaged in their schooling.

Texting parents about students» missing assignments produces similar achievement gains on test scores as those produced by high - performing charter schools.

There are therefore several things to think about as we further explore the AEI study: long term outcomes do indeed matter a lot, especially for poor kids; if large test - score gains don't eventually translate into improved long term outcomes, it is a legitimate cause for concern; and we must stay open to the possibility that some programs could help kids immensely over the long haul, even if they don't immediately improve student achievement.