Sentences with phrase «achievement test scores reported»

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The company has produced a stellar sedan — Consumer Reports scored it higher than any other car it has ever tested — and Musk's achievements justify accolades: He co-founded PayPal and has made billions; SpaceX has made multiple missions to the International Space Station.

The state was prepared to use part of its federal Race to the Top money to pay Wireless Generation to develop software to track student test scores, achievement and so on, creating a system similar to the Achievement Reporting and Innovation System, or ARIS, that it developed for the ciachievement and so on, creating a system similar to the Achievement Reporting and Innovation System, or ARIS, that it developed for the ciAchievement Reporting and Innovation System, or ARIS, that it developed for the city schools.

Students» self - reported emotions were measured by questionnaires, and their achievement was assessed by year - end grades and scores on a math achievement test.

Requiring private schools that receive public money to report student test scores improves academic achievement and ultimately enhances school choice, a Michigan State University scholar argues.

For instance, in an April 28, 2004, column, Winerip described a school in Florida as unfairly penalized by NCLB, but he failed to mention that the school reported low overall test scores and had significant achievement gaps between white and minority students.

Over the past few years, the districts profiled in the report — the Houston Independent School District, the Sacramento City Unified School District, the Charlotte - Mecklenburg school system in North Carolina, and the Chancellor's District in New York City, a special 25,000 - student district of low - performing schools — have improved test scores and narrowed achievement gaps between minority and white students.

Opened by two teachers in 1994 and named Time magazine's «Elementary School of the Year» in 2001, the school reports that its scores on the Stanford Achievement test have jumped 97 percent since 1997.

Student achievement at schools operated by the Bureau of Indian Affairs as measured by scores on standardized tests is considerably lower than that of public schools, according to a report by the federal General Accounting Office.

The state publishes school report cards containing student - achievement data and assigns ratings to schools based, in part, on test scores.

In this report, we use 2007 test - score information to evaluate the rigor of each state's proficiency standards against the National Assessment of Educational Progress (NAEP), an achievement measure that is recognized nationally and has international credibility as well.

The other study (Perkes 1967) produced mixed results: students whose teachers took more subject - matter coursework reported higher scores on an achievement test, but lower scores on the STEP, a test of higher - order thinking.

Reporting test - score levels will allow policymakers to clearly see absolute differences in achievement across schools, regardless of which growth measure is adopted.

In The Four - Day School Week, another School Administrator report, Jack McCoy, deputy director of learning services at the New Mexico Department of Education, said in his district's case attendance for teachers and students improved while scores on standardized achievement tests remained stable.

While NAEP, the Nation's Report Card, scores are the gold standard for measuring student achievement and serve as a yardstick for state comparisons, NAEP results are generally not known by students and their families, who rely on their state test results to know how they are performing.

The legislation also, as Layton reported, «require states to intervene with «evidence - based» programs in schools where student test scores are in the lowest 5 percent, where achievement gaps are greatest, and in high schools where fewer than two - thirds of students graduate on time.»

Psychologists Catherine Good, now at Baruch College, Joshua Aronson of New York University and Michael Inzlicht, now at the University of Toronto, reported in 2003 that a growth mind - set workshop raised the math and English achievement test scores of seventh graders.

Schools that report low achievement for English - language learners also report low test scores for white and African - American students, and share characteristics associated with poor performance on standardized tests, according to a study released by the Pew Hispanic Center.

But, it raises profound challenges to the interpretation of score trends on high - stakes tests, to the meaning of achievement trend and gap reports in terms of percent proficient, to the interpretation of crossnational achievement comparisons, and to popular assumptions about testing of students in special populations (including some assumptions written into law).

Under the proposed rules, teacher colleges will be motivated to steer their graduates away from school districts and schools that report low student achievement test scores, i.e., those serving poor and minority children and new learners of English.

See LA School Report (Ratliff Supports Proposal Linking Teacher Pay to Test Scores) and LA Times (Deasy and new board member Ratliff laud teacher report, Group urges teachers» raises based on student achieveReport (Ratliff Supports Proposal Linking Teacher Pay to Test Scores) and LA Times (Deasy and new board member Ratliff laud teacher report, Group urges teachers» raises based on student achievereport, Group urges teachers» raises based on student achievement).

We know that the tests have caused the achievement gap to widen as the scores of economically disadvantaged students plummeted, and that parents are reporting that low - scoring children feel like failures.

Many Gifted IEP PLEP sections consist of the latest report card and, perhaps, scores from tests like the OLSAT, Stanford Achievement Tests, and / or the Ptests like the OLSAT, Stanford Achievement Tests, and / or the PTests, and / or the PSSAs.

Evanston's District 65 issued its first achievement report this month using a new way to look at — and use — test scores developed by Paul Zavitkovsky, a leadership coach for the Center and UIC's EdD program, The Evanston Roundtable reported.

Your report about the growing achievement gap between white and African - American students over 20 years of «reform» in the Chicago Public Schools reaffirms our organization's strong opposition to one of the most harmful of these initiatives, the practice of flunking students based on their scores on the annual state tests.

Reports - Assessments Dashboards (Teaching, School Performance), Multi-level Reporting (Student, Group, Class, School, District), Custom Filters, Instructional Recommendations (with links to resources), Test Scores, Standards Mastery (Intervention Alert and Development Profile), Test Sets (Multi-Test, Benchmark, Formative, Student Assessment History), Test Monitoring, Test Properties (Test Blueprints, Item Analysis, Item Parameters), Progress Monitoring (Categorical Growth, Student Growth and Achievement), Custom Test Reports, External Tests

The paper, published in Education Finance and Policy, details the achievement impacts of 41 KIPP charter middle schools nationwide and reports consistently positive and statistically significant test - score effects in reading, math, science, and social studies.

This biennial report card looks beyond test scores as the lone litmus test of Illinois» educational health to examine academic improvement, achievement gaps and learning conditions within the state's public schools.

Grade - level achievement tests that report grade - equivalent scores outside of the grade level being tested, really don't provide that kind of information.

One teacher reported that she «never got test scores from April's Idaho Standards Achievement Test last May as she expectest scores from April's Idaho Standards Achievement Test last May as she expecTest last May as she expected.

During middle school, for example, students from elementary schools that had implemented the Developmental Studies Center's Child Development Project — a program that emphasizes community building — were found to outperform middle school students from comparison elementary schools on academic outcomes (higher grade - point averages and achievement test scores), teacher ratings of behavior (better academic engagement, respectful behavior, and social skills), and self - reported misbehavior (less misconduct in school and fewer delinquent acts)(Battistich, 2001).

NCSECS advocated and helped influence the law including a provision raising the bar a bit higher to ensure high standards for special education students by limiting their participation in tests based on alternate (lower) academic achievement standards to 1 % of students tested (and not just limiting the reporting of their scores on such tests, as was done under NCLB).

A comparison of achievement scores from standardized tests — the «Nation's Report Card» — illustrates Mississippi's dilemma.

These reports include scores for each test taken, overall proficiency levels and information about achievement in reporting categories comprising related content or skills.

As reported in the Wall Street Journal, a rigorous long - term study found that TEP produced major achievement impacts, including test score gains equal to an additional 1.6 years of school in math, with significant gains in science and English.

sean reardon of Stanford University and Andrew Ho of Harvard University are the 2013 recipients of the Palmer O. Johnson Award for the article, Estimating Achievement Gaps From Test Scores Reported in Ordinal «Proficiency» Categories, published in the Journal of Educational and Behavioral Statistics in August 2012.

«The magnitude of the test - score gains from one year are equivalent to 10 percent to 20 percent of the achievement gap between minority and white students,» reads the report.

The report cards rate public schools for the first time on a scale of 0 to 100 based on state test scores and other factors, such as graduation rates, attendance and progress on closing achievement gaps.

The innovative online delivery of Stanford Achievement Test, the standard of excellence in achievement testing for over 80 years, is now available with the ease and automation of online testing and timeliness of immediate scoring andAchievement Test, the standard of excellence in achievement testing for over 80 years, is now available with the ease and automation of online testing and timeliness of immediate scoring andachievement testing for over 80 years, is now available with the ease and automation of online testing and timeliness of immediate scoring and reporting.

Test scores have improved, according to two major reports that examine academic achievement over the past nine years.

First, the math achievement scores of white and black students decline if they attend schools that report ELL test scores, shrinking the gap.

Although standardized test scores can give a general idea of the level of student achievement (typically limited to items that ask for recognition of information), the scores they report do not offer detailed insights into what students think or what they know how to do in practice.

This technically excellent, turnkey assessment solution provides the instrument needed for objective measurement of achievement coupled with the automation of online testing, scoring, and reporting.

The mathematics achievement tabulations analyzed in this report are based on the U.S. Department of Education's National Longitudinal School - Level State Assessment Score Database.12 The NLSLSASD records in uniform fashion the scores on state achievement tests for more than 80,000 public schools (McLaughlin, 2005).

Empower teachers with automated test scoring and access to accurate and timely data that meet district and state reporting requirements to eliminate achievement gaps and improve learning of all students.

But privacy regulations would prevent reporting of this achievement, because it would let the public know that every individual student scored well on the test.

The achievement gap, as it is usually reported, is NOT the difference in achievement test scores between two groups of students.

«No report... has found major differences in achievement test scores between MPCP students and similar MPS [Milwaukee Public Schools] students.

As a group, these largely Hispanic students have persistently scored significantly lower than their white peers on standardized tests like the National Assessment of Educational Progress (NAEP), known as the nation's report card, despite increased attention to this «achievement gap.»

Here are twelve strategies that have been used to improve test scores without improving achievement, as reported in research reports and media accounts: 1.

By examining the average achievement test results (45 % of the rating), the percentage of test scores that are below the acceptable provincial standards (45 % of the rating), and the difference between test scores based on gender (10 % of the rating), the Fraser Institute Report Cards develops a standardized «overall rating out of 10».