PURE supports the annual limitation on the number of standardized
academic achievement tests given to students as proposed in SB 2156.
Not exact matches
In our balanced budget I proposed a comprehensive strategy to help make our schools the best in the world — to have high national standards of
academic achievement, national
tests in 4th grade reading and 8th grade math, strengthening math instruction in middle schools, providing smaller classes in the early grades so that teachers can
give students the attention they deserve, working to hire more well - prepared and nationally certified teachers, modernizing our schools for the 21st century, supporting more charter schools, encouraging public school choice, ending social promotion, demanding greater accountability from students and teachers, principals and parents.
Whereas measurement of
academic achievement was
given by teachers, measurement of cognitive ability came from standardized
tests.
«Across the country, states, districts, and educators are leading the way in developing innovative assessments that measure students»
academic progress; promote equity by highlighting
achievement gaps, especially for our traditionally underserved students; and spur improvements in teaching and learning for all our children,» stated U.S. Secretary of Education John B. King Jr. «Our proposed regulations build on President Obama's plan to strike a balance around
testing, providing additional support for states and districts to develop and use better, less burdensome assessments that
give a more well - rounded picture of how students and schools are doing, while providing parents, teachers, and communities with critical information about students» learning.»
Second,
given the potential concerns about schools cherry - picking students and other concerns with high - stakes
testing, it's worth looking at other evidence on
academic achievement.
With 17,300 students, the district receives an abundance of information, including data from PARCC
tests, districtwide pre - and post-common assessments in all content areas, Measures of
Academic Progress in elementary and middle schools, Eureka Math and Achieve 3000
achievement scores, and professional - development surveys
given to all teachers.
«
Given that in - school factors account for only a third or less of the variation in
test scores, we must face the fact that our high child poverty rate constrains our nation's
academic achievement.