Sentences with phrase «about test scores in»

Why did voters, incumbents, and potential challengers care about test scores in 2000 but not in 2002, or in 2004?

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.

It's counter-intuitive, but Grant says a study involving a math test has confirmed the finding: «When the defensive pessimists distracted themselves with another task right before the math test, their scores were about 25 percent lower than when they listed the most extreme outcomes that could happen in the test, and how they might feel.

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.

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

«I ask our coaches to go in and visit with classroom teachers about the youngster's presence in the classroom — not just how he does on test scores, but his presence.

Paul Tough, author of How Children Succeed, talks about shifting the focus from IQ and test scores to traits of perseverance, curiosity, and grit for long term success in kids.

When you present the facts about school breakfast, and its associated benefits — increased test scores, fewer behavioral problems, improved focus in the classroom — you give stakeholders the opportunity to understand the measurable results that come from feeding students a morning meal.

Talking to children about their emotions and helping them build up their ability to be emotionally intelligent has proven to reduce bullying, live happier lives, improve test scores, and create greater success later in life through their jobs and personal lives.

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.»

Challenge Success believes that our increasingly competitive world has led to tremendous anxiety about our children's» futures and has resulted in a high pressure, myopic focus on grades, test scores and performance.

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.

Madeleine emphasized the importance of collaboration and communication; addressing barriers with teachers and principals who express resistance to in - classroom breakfast, and using the facts about breakfast — it improves test scores, and can be implemented with minimal additional work for everyone involved — to create support for the program.

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.

The law includes an indefinite prohibition on test scores being used «solely or primarily» in decisions about student promotion and placement, and strikes the grades from students» permanent records.

Leadership in both houses of the state Legislature support a two - year moratorium on using Common Core - aligned test scores to evaluate teachers and principals or to make decisions about student placement or promotion, a plan supported by teachers» unions.

About 38,000 teachers, or 20 percent, had one - fifth of their evaluations based on their students» scores in the fourth - through eighth - grade English and math tests.

She's infamously demanding of her teachers and employees, rattling off a constant stream of emails about school improvements and test scores, and current and former Success teachers have described anxiety and fear in their schools when Moskowitz has come to visit.

IN THEIR CONVERSATION THEY TALK ABOUT WHAT CHANGES SHOULD BE DONE TO THE PUBLIC EDUCATION SYSTEM IN ORDER TO HAVE A HIGHER HIGH SCHOOL GRADUATION RATE, AND WHAT SHOULD BE DONE TO IN ELEMENTARY SCHOOL TO CURB LOW TEST SCORES.

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.

Gov. Andrew M. Cuomo, once her ally on using test scores in teacher evaluations, did an about - face.

The task force's report, which came with Mr. Cuomo's implicit approval, represented an about face by the governor, a Democrat, who in January had called for test scores to account for half of some teachers» evaluations.

The famous «controversy» over racial IQ, I thought I'd been taught, was about what causes the differences in racial test scores, not about whether those differences exist in the first place — and on that topic Watson really hadn't offered an opinion.

It turns out that focusing on your worries by writing about them before a test can boost your scores, according to a different paper published in January in Science.

But when the test was framed in terms of preventing losses due to forgetting, the results flipped: participants reminded of the stereotypes about aging and memory loss actually scored better than those who were under no stereotype threat.

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 LaIn 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 Lain 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 Lain 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 Lain 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 Lain the Institute for Policy Research at Northwestern University and Co-director of the University of Chicago Urban Education Lab.

The absolute differences in scores were hardly dramatic: On average, the literary group outperformed the popular group by about two questions (out of 36) on the RMET test, and missed one fewer question (out of 18) on the DANVA2 - AF.

Of the men who had the highest score on the test, roughly 1 in 200 attempted suicide during the study; among the men with the lowest score, the rate was about 1 in 22.

About Blog The IELTS Academy Bangalore helps in scoring high band score in IELTS test, both in academic and general module of IELTS test.

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.

It's fine to talk about more technology in our classrooms, smaller class sizes, new teaching and learning strategies, teacher training, and higher test scores, but few of these discussions get us to the heart of the matter — the roots of our current system.

Even poorly educated parents may have much more information about quality than analysts and regulators sitting in their offices looking at spreadsheets of test scores.

In their write - ups, some economists toss in a paragraph conceding that we care about other stuff besides test scores and earnings, but (lacking data points) those disclaimers tend to fizzle away without a tracIn their write - ups, some economists toss in a paragraph conceding that we care about other stuff besides test scores and earnings, but (lacking data points) those disclaimers tend to fizzle away without a tracin a paragraph conceding that we care about other stuff besides test scores and earnings, but (lacking data points) those disclaimers tend to fizzle away without a trace.

«Schools and learning need a movement to change not just the way we teach, but also how we think about teaching and learning,» Yamashiro says, noting that education needs to be valued in American society and focused on not only test scores and economic success, but also on the whole child and finding joy in learning.

When comparable samples and measuring sticks are used, the improvement in test scores for black students from attending a small class based on the Tennessee STAR experiment is about 50 percent larger than the gain from switching to a private school based on the voucher experiments in New York City, Washington, D.C., and Dayton, Ohio.

Thus no system should rely solely on the snapshot of a single year's test scores in making decisions about incentives or consequences.

Students of teachers who had completed an online professional - development course about fractions made test - score gains that were similar to those of students taught by teachers who had taken the same course in person.

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.&raquIn 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.&raquin 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.&raquin unproductive ways, such as via «test prep.»

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 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.

Students are very comfortable in giving hugs and telling me about the latest books they have read, what they are writing about in class, or their latest test scores.

In 1998, Florida scored about one grade level below the national average on the 4th - grade NAEP reading test, but it was scoring above that average by 2003, and made further gains in subsequent years (see Figure 1In 1998, Florida scored about one grade level below the national average on the 4th - grade NAEP reading test, but it was scoring above that average by 2003, and made further gains in subsequent years (see Figure 1in subsequent years (see Figure 1).

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.»

Subsequent performance / persistence: How students fare after they leave a school says a lot about what they learned while they were enrolled, and the degree to which that learning was accurately reflected in their test scores — or not.