Sentences with phrase «about test scores per»

We don't really care about test scores per se, we care about them because we think they are near - term proxies for later life outcomes that we really do care about — like graduating from high school, going to college, getting a job, earning a good living, staying out of jail, etc...

Not exact matches

«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.

They generated daily activity profiles for 14, 894 university students, and found only 40 per cent of them had body clocks Read more about Early starts for night owls could affect test scores - Scimex

I am extremely intelligent per my test scores (genius - level), what everyone says about me, and my academic success, etc. and ma very intellectual, so that gives me a big advantage with highly intelligent, intellectual women — the kind I want anyways.

Recent studies have found that students in schools with about 100 students per grade generally score higher on tests, pass more courses, and are more likely to stay in school, graduate, and go on to college.

For example, a grade of C + or a test score of 65 per cent often provides little or no useful information about what a student knows, understands and can do.

Using this relationship, increasing per - pupil spending by 10 percent is associated with about 0.12 standard deviations higher test scores (this relationship is statistically significant at the 1 percent level).

The American Statistical Association concluded recently that teachers account for about 1 per cent to 14 per cent of the variability in test scores, and that the majority of opportunities for quality improvement are found in system - level conditions.4 In other words, most of what explains student achievement is beyond the control of teachers or even schools, and therefore arguing that teachers are the most important factor in improving the quality of education is simply wrong.

Of the 8,173 teachers asked by the NEU about what causes excessive work, 74 per cent said pressure to improve pupil test scores and exam results is a main factor, while 52 per cent blame changes to the curriculum and testing.

This is particularly important as illustrated in the prior post (Footnote 8 of the full piece to be exact), because «Teacher effectiveness ratings were based on, in order of importance by the proportion of weight assigned to each indicator [including first and foremost]: (1) scores derived via [this] district - created and purportedly «rigorous» (Dee & Wyckoff, 2013, p. 5) yet invalid (i.e., not having been validated) observational instrument with which teachers are observed five times per year by different folks, but about which no psychometric data were made available (e.g., Kappa statistics to test for inter-rater consistencies among scores).»

Reforms raised relative funding in the low - income districts by about $ 500 per pupil, which implies that increasing funding by $ 1,000 per pupil — about 10 percent of average funding over the period — raises test scores by 0.16 standard deviations.

The first time we took the Ten Thumbs Typing Tutor test, we registered an awful error rate of 7 percent, but after being a lot more deliberate in our strokes, we managed a 1 percent error rate with a 74 word - per - minute speed, about 11 words per minute below our typical score.