Sentences with phrase «achievement tests so»

Not exact matches

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.

In a Western culture so focused on achievement, on striving for more, on testing human limits, it can be easy to transfer a «push yourself»...

In its report, Incentives and Test - Based Accountability in Education, the committee says that NCLB and state accountability systems have been so ineffective at lifting student achievement that accountability as we know it should probably be dropped by federal and state governments alike.

For admission, they must score at an 8th - grade level on standardized reading and math tests (the Richmond Tech PLC raised that to 9th grade because it had so many applicants), pass an interview, and sign an achievement contract that also commits them to attend a daily meeting called Morning Motivation.

They show that the schools that are most effective in raising student test scores do so in spite of the strength of the underlying relationship between math achievement and fluid cognitive skills.

Achievement is what NCLB is all about, so the law has met its most basic test.

On the whole, Sweden, like the Scandinavian and smaller countries of northern Europe generally, does very well in international tests of educational achievement — so well that one wonders why any great change was considered necessary at all.

Now states will be able to claim that they have «narrowed achievement gaps» when all they've done is make their tests so easy to pass that virtually all kids — black and white, rich and poor — do so, magically erasing any group differences.

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.

They're asking why so much school time is spent on tests that aren't much used to assist individual children but rather to compare schools and districts in an to attempt to close the achievement gap, says Hess.

So, producing score spread often preoccupies those who construct standardized achievement tests.

Mediocre PISA and TIMSS results plus persistent domestic achievement gaps have caught the eyes of policymakers and education leaders on both sides of the pond, as it's become clear that yesterday's so - so expectations just aren't good enough and that today's testing - and - accountability regimes do not produce nearly enough world - class, college - ready graduates.

Moreover, while the researcher tasked with tracking the achievement of scholarship students was unable to make clear apples - to - apples comparisons with Florida public school students last year, he was able to do so in years past when Florida's public school students also took the nationally norm - referenced Stanford Achievachievement of scholarship students was unable to make clear apples - to - apples comparisons with Florida public school students last year, he was able to do so in years past when Florida's public school students also took the nationally norm - referenced Stanford AchievementAchievement Test.

The concept is simple: A series of influential studies in recent years have shown that teacher quality is one of the most important factors in student achievement, so «good» teachers — as reflected in growth in student test scores — should be paid more than their less able colleagues.

A lot of innovations and reforms, meant to solve the underlying achievement problem, have failed to do so — hence our essentially flat test scores and graduation rates these past three decades — and some have had malign side effects.

After all, in recent years, testing fever and achievement - gap mania have distorted schooling and marginalized things that matter, so this correction is necessary and healthy.

They will have to do so because almost all schools emphasize testing for achievement in curricular requirements common to all.

Multiple - choice achievement tests have their uses, but so do diagnostic tests, performance tasks, informal assessments, and other means of tracking student progress.

Teachers will remain caught between ideologies of short - term economic efficiencies and the findings of educational research — between bottom lines and holistic student development; caught in the rough - edged cogs of funding formulae about resources and student achievement; caught by the Gonskis in the public - private funding debate; stuck between the so - far - disappointing results of national, standardised testing and teacher accountability (more effort is made to hold teachers accountable than trust them!).

The 1998 study by Meredith Phillips and her colleagues, mentioned earlier, had the greatest success in explaining racial differences in achievement, yet the unexplained portion of the achievement gap on the vocabulary test used in their study was still so large that it nearly exceeded the raw gap in reading and mathematics we found in the Early Childhood Longitudinal Survey data.

And in the vast realm of regulation, perhaps the touchiest will turn out to be (or so we've been admonished by the critics and worry - warts mentioned above) the requirement that private schools administer state tests and be held publicly accountable for student achievement as measured by such tests.

Many of the charter schools in our study aspire to boost minority achievement, so a natural benchmark for charter effectiveness is the black - white test score gap.

Because so many students are not meeting expectations, the board will have to decide whether to allow a lower level of achievement to serve as a «passing grade» in the coming years, when the tests become a graduation requirement.

Have testing changes and administrative innovations softened tests so that they now indicate higher levels of student achievement than would be the case if older practices had been retained?

Gates and his foundation have been pushing the use of student achievement data (ie, test scores) in teacher evaluations for several years now — as has the Obama administration, which has made it a key part of both Race to the Top and the so - called «waivers» from No Child Left Behind.

Maybe the tests that voucher students take need not be the state tests so long as they're solid measures of achievement.

On top of that, the Common Core is set up so that it is very difficult for teachers to go back and reteach content from last year, so getting results months after the administration of the test will do nothing to aid remediation or close achievement gaps.

They say student achievement is much more than a score on a standardized test and that it's a mistake to rely so heavily on charter schools.

For us, being recognized as the highest performing charter school in CT means so much more than above average test scores and achievement results.

But in doing so, states from Massachusetts to Colorado are tangling with their teachers» unions as they test how far they can go to meet federal officials» demands that they be aggressive, yet inclusive, in devising a road map to dramatically improve student achievement.

So far, Connecticut, Delaware, Louisiana, and Tennessee, and other states «can use science test scores,» but «they just can't be part of the «academic achievement» indicator.»

In cases where achievement is weighted heavily, as with the current formula, schools with high numbers of students who perform as above on state tests have lower school performance grades of C, D, or F. By simply shifting the formula to 50 - 50, many of those C schools would earn a B, and D schools would move to C, and so on.

Concerning the so - called «achievement gap», why don't we create a test that is biased in favor of urban populations instead of one biased against them, and see how suburban students score.

So the actual achievement gap will widen between the students in the affluent communities and the students in the cities with their increased test prep due to the low 2015 SBAC scores.

So, yes, tests are a viable way to measure student achievement.

Bergeson said the learning standards remain unchanged: Adjusting the passing scores, she said, was simply «fine - tuning» the system so the test more accurately reflected student achievement.

They have achievement test results, so they think they know which are the good and bad schools.

And the attitude from district administration on down is that standardized test proficiency levels drive rankings, «so there is no need to expend precious dollars and personnel boosting the achievement of kids who need no boost.»

Individual achievement test scores can be misleading at the pre-school and kindergarten levels, if the child is already reading and doing arithmetic — these abilities are not expected in this age group, so precocious readers or mathies will score significantly above their age level, just because they are precocious readers or mathies.

So which of these achievement tests is best to determine the levels of a gifted child?

The long experiment with incentives and test - based accountability has so far failed to boost student achievement.

But on many tests, especially grade - level achievement tests, the test is designed so that many students know most or all of the material.

They test more than one grade level, so if the starting level isn't the correct level for the child, the tester will adjust, up or down, until he finds the approximate grade level of achievement of the child in each subject.

... Standardized tests shine a spotlight on disparities in achievement — whether for students of color or those with special needs — so districts can steer teacher support and dollars wisely, said Taylor Rub, a special education teacher at the Minneapolis charter Bright Water Elementary.

Often, teachers are so focused on ensuring that students pass achievement tests that they have little or no time to address students» social and emotional needs.

(ii) Selected and administered so that the test results accurately reflect the student's aptitude, achievement level or whatever other factor the test purports to measure.

For Tennessee's version of the value - added method to work properly, however, student test scores must be statistically converted to a special kind of analytic scale so that student achievement gains in particular content areas represent the same amount of growth at different grade levels.

We say that the difference between effective and ineffective teachers, at least in terms of raising test scores, isn't so wide since out of school factors dominate in terms of impacting achievement.

Students, especially older students, likely don't take the NAEP as seriously as they take the SAT, ACT, or high - stakes state tests, so their scores may underestimate their actual achievement.

In particular, the study found severe accountability problems with both programs, most notably: they do not serve students in rural areas where there were virtually no private schools or scholarship organizations (SOs) present; they fund primarily religious schools, which are not required to be accredited or adhere to the same standards for curricula as public schools; they do not require the same testing requirements as public schools, making it impossible to gauge student achievement; and they do not require reporting by schools or SOs.