Sentences with phrase «achievement test gains»

As Angirst, et al, Dobbie and Fryer, and Tuttle, et al show, a bunch of charter schools with large achievement test gains, including Boston «no - excuses» schools, Harlem Promise Academy, and KIPP, have produced little or nothing in terms of high school graduation and college - attendance rates.

Findings demonstrate that a standards - based, inquiry science curriculum can lead to standardized achievement test gains in historically underserved urban students, when the curriculum is highly specified, developed, and aligned with professional development and administrative support.

Tuttle, et al's recent evaluation of KIPP charter schools also finds large achievement test gains for charter students but little or no attainment benefit.

Like Angrist, et al, they find large achievement test gains but little benefit for attainment.

Not exact matches

Most evaluations of early education programs show that such programs improve children's school readiness, specifically their pre-academic skills, although the distribution of impact estimates is extremely wide, and gains on achievement tests typically fade over time.

She managed the historic introduction of universal pre-K and oversaw significant gains in student achievement from test scores to high school graduation rates.

«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.

On the one side, she agreed with New York City mayor Michael Bloomberg to a test plan offering monetary incentives to teachers in schools whose poorest students make significant gains in achievement (see «New York City's Education Battles,» features, Spring 2008).

Even if we ignore the fact that most portfolio managers, regulators, and other policy makers rely on the level of test scores (rather than gains) to gauge quality, math and reading achievement results are not particularly reliable indicators of whether teachers, schools, and programs are improving later - life outcomes for students.

Annual average improvement target of 2.5 percentage point gains in achievement on state reading and math tests between 2018 and 2025 for all students and student subgroups; plan includes goal of reaching a graduation rate of 90 percent by 2025 for all students and student subgroups

I first analyze changes over time in the FCAT test scores of students in their initial 3rd - grade year in order to discern the extent to which Florida's elementary - school students made true achievement gains during the period in question.

The general pattern among them is that programs producing large gains in achievement test outcomes are producing little or no increase in educational attainment.

Survey items focusing on test preparation activities were much more weakly related to student achievement gains than items focusing on instructional quality.

Implicit in the theory of action underlying test - based accountability is the link between achievement gains and improvements in long - term outcomes.

In implementing READS, districts must adopt a set of data use strategies that inform decision - making and help to improve student achievement, such as examining spring to fall achievement gains or losses and using the results of student surveys and achievement tests to select books that are well matched to students» reading skills and interests.

A leading test publisher, aiming to refute charges that standardized - test scores are inflated, has found in a new study that elementary - school students registered substantial gains in basic - skills achievement over the past decade.

An analysis of test score gains made by students in 49 countries which was published in Ed Next last year found that students in the U.S. were not on track to close the global achievement gap.

If this practice were the case, the greatest fall - to - spring achievement gains would occur among students around the threshold, while other students would struggle to match expected test - score gains.

We need to be assured that the scale on which we measure achievement is one of equal units: one student's five - point increase on an achievement test, from 15 to 20, must represent the same gain as another student's five - point increase from 25 to 30 (see Figure 1).

Test - based student - achievement gains have predictive power but provide little insight into a teacher's particular strengths and weaknesses.

As a result, we tested the relationship between classroom observations and a teacher's average student - achievement gains.

When compared with such crude indicators, the combination of student achievement gains on state tests, student surveys, and classroom observations identified teachers with better outcomes on every measure we tested: state tests and supplemental tests as well as more subjective measures, such as student - reported effort and enjoyment in class.

Critically, the testing accommodations that are provided to a given student, at the discretion of local administrators, can vary with each administration of the test, thus jeopardizing any longitudinal record of achievement gain or value added.

Recent evidence suggests that the teachers with larger student - achievement gains on state tests also seem to have students with greater long - term career success.

Teachers» average student - achievement gains based on such tests are more volatile from year to year (which translates to lower reliability) and are only weakly related to other measures, such as classroom observations and student surveys.

Extra gains associated with long - term attendance in small classes (in the early grades) appeared not only for tests of measured achievement, but also for other measures of success in education;

Researchers identified a «consistent, positive relationship between student exposure to high - quality intellectual assignments and students» learning gains on the test — even after controlling for race, socioeconomic class, gender, and prior achievement differences among classrooms.»

For these teachers, we can test whether improvement over time in the practices measured by TES is related to improvement in the achievement gains made by the teachers» students.

A handful of school districts and states — including Dallas, Houston, Denver, New York, and Washington, D.C. — have begun using student achievement gains as indicated by annual test scores (adjusted for prior achievement and other student characteristics) as a direct measure of individual teacher performance.

Participation in afterschool programs is influencing academic performance in a number of ways, including better attitudes toward school and higher educational aspirations; higher school attendance rates and lower tardiness rates; less disciplinary action, such as suspension; lower dropout rates; better performance in school, as measured by achievement test scores and grades; significant gains in academic achievement test scores; greater on - time promotion; improved homework completion; and deeper engagement in learning.

However, without the changes Massachusetts made to its entire system of teacher licensing (e.g., subject area licensing tests for all prospective teachers, criteria for achieving full licensure after beginning teaching, and criteria for license renewal for veteran teachers), it is unlikely there would have been enduring gains in achievement for students in all demographic groups and in all its regional vocational / technical high schools — gains confirmed by tests independent of control or manipulation by Massachusetts or federal policy makers.

Attempt to measure the achievement gains that a school or teacher elicits by subtracting their latest test scores from the previous year's.

Researchers care about next August (when test scores come in, because they can show achievement gains).

Then, we examine whether the test - score gains in tracking schools were concentrated among simpler or more complex tasks and whether this varied by students» initial achievement levels.

For example, in Alabama's 94 Reading First schools, the percentage of all 4th graders deemed to be proficient (stanine 5 and above) on the Stanford Achievement Test rose 12.7 points, from 40.1 percent in 2003 to 52.8 percent in 2007, more than twice as fast as the gain for students at other schools (which rose 5.5 points, from 64.2 percent to 69.7 percent in the same period).

Yet despite the louder outcry against curriculum - based tests, I believe they hold far more promise than skills - based tests to promote significant gains in achievement and equity.

Finally, from results of individual state tests over time, student achievement gains tend to be larger after the introduction of NCLB than before.

All but one of the eight elementary turnaround schools show substantial gains in closing the achievement gap, with the percentage of students meeting or exceeding standards on the state test rising 8 - 28 percent, compared to the school's pre-turnaround status.

Achievement gains accrue even to the most disadvantaged students: students who had been in a substantially separate classroom in BPS and students who had the lowest test scores among special education students.

While students showed gains on achievement tests after one year in the choice program, researcher Valerie Martinez of the University of Texas found that their families also had stronger educational backgrounds than those not in the program.

Utilizing data from the Measures for Effective Teaching project, we propose to test the impacts of ability grouping on observed teaching practice and student achievement gains.

In 2011, the five yearly testing cycle for PIRLS (Progress in International Reading Literacy Study) came in to alignment with the four - year cycle for TIMSS, allowing countries who were participating in both of these international studies to gain comprehensive information about the achievement of their fourth grade students in three core curriculum areas - reading, mathematics and science.

The intervention produced substantial gains in measured student achievement in the year following its completion, equivalent to moving the average student from the 50th to the 59th percentile in achievement test scores.

Most tests gaining attention today are achievement tests, including those commonly referred to as «high stakes,» meaning that crucial decisions are made about a student, teacher, or school based on the results of the test.

However, the achievement gains for charter elementary schools are challenging to estimate and remain unclear because elementary students typically have no baseline test scores at the time they enter kindergarten.

The strong achievement gains estimated here for charter schools raise the question of whether charter attendance increases educational attainment as well as test scores.

Charter middle and high schools produce test - score achievement gains that are, on average, similar to those of traditional public schools.

Achievement can be measured quantitatively, and we have seen gains in state and national testing results such as the SAT and AP test scores.

Such low scores indicate that the majority of students will have to make large gains in achievement before they are able to pass the test.

First, we made a straightforward comparison of the average test - score gains in classrooms run by TFA and non-TFA teachers, controlling for a variety of factors known to influence academic achievement, including students» backgrounds, the students» previous performance on the TAAS, characteristics of their schools, and characteristics of their classmates.