Sentences with phrase «analysis of student test scores»

He argued that the union's seniority system for layoffs meant the neediest children got the worst teachers, as measured by his earlier «value - added» analysis of student test scores.

Those conclusions were established once again in the recent Rand Corporation analysis of student test scores from the past ten years.

What reformers should do is develop the tools that can allow families to make school overhauls successful; this includes building comprehensive school data systems that can be used in measuring success, and continuing to advance teacher quality reforms (including comprehensive teacher and principal evaluations based mostly on value - added analysis of student test score growth data, a subject of this week's Dropout Nation Podcast) that can allow school operators of all types to select high - quality talents.

The effort to analyze the performance of its university schools of education in recruiting and training teachers — using value - added analysis of student test score data — is one of the most - pathbreaking in the nation.

The AFT and the state education department have only agreed that classroom observations — which, even under the best of circumstances, are far less reliable in measuring student performance than either value - added analysis of student test score performance or even surveys of students — should be the «majority» element in the new evaluation system.

Not exact matches

But their strongest evidence comes from analyses that identify students who took one of those courses online and the other in person, and ask whether a given student's 10th - grade test scores were higher or lower in the subject he or she took online.

We ran a regression analysis to estimate the relationship between states» absolute and relative poverty levels and student achievement, and the result was clear: absolute poverty is a powerful predictor of achievement, while the relationship between relative poverty and test scores in the U.S. is weak and not statistically significant (see Figure 5).

As noted above, one of the benefits of the analysis presented here is that it relies on student performance on NAEP, which should be relatively immune from such test - score «inflation» since it is not used as a high - stakes test under NCLB or any other accountability system.

An analysis of New York's state test results reveals that the tests have become significantly easier to pass over the last four years, so state education officials will be recalibrating the scoring for tests that were taken by students this spring.

With a few exceptions, our analysis sample closely resembles the nation in terms of student demographics (e.g., percentage African American and percentage Hispanic), observed socioeconomic traits (e.g., the poverty rate), and measures of the levels and pre-NCLB trends in NAEP test scores.

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.

Still, even a modicum of school choice and competition can boost student test scores, especially when combined with a comprehensive examination system for high - school graduates, says Ludger Woessmann, whose systematic, sophisticated analyses of international test - score data best summarize what can be learned from abroad.

The brief progress report on student performance in those subjects, released last week by the U.S. Department of Education, is the latest study of scores in the long - term trends analysis that uses National Assessment of Educational Progress tests.

In the end, our analysis of charter school effectiveness is based on the experiences of only those students for whom we observe annual gains (whether positive or negative) in test scores at least once in a charter school and at least once in a traditional public school.

The researchers also conducted a test - score analysis separately for schools in Miami - Dade County, which is Florida's largest district (345,000 students) and offers a wide range of grade configurations up through grade 8.

The council's Beating the Odds VI report, a city - by - city analysis of student performance, recently revealed that urban students» scores on state assessments in reading and math as well as on the more rigorous federal test — the National Assessment of Educational Progress (NAEP)-- are rising, with urban students making the most gains in mathematics.

Harvard economist Caroline Hoxby's quantitative analyses suggest that competition from vouchers in Milwaukee and from charters in Michigan and Arizona have improved the test scores of all students, even those «left behind» in district schools.

For purposes of this analysis, we constructed a data set that contained pupil - level test scores for about 220,000 students.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

The NEA analysis of the proposed legislation claimed it favored «1) establishing a teacher evaluation system using gains in student test scores; 2) allowing «community stakeholders» to have a role in designing teacher evaluation systems; and 3) providing merit pay for teachers based upon gains in student test scores.»

Our analysis is based on statewide, student - level longitudinal data obtained from the Arizona Department of Education (AZDOE) that contains information on test scores, school enrollment, and student characteristics for the 2005 - 06 through 2011 - 12 school years.

When ELL students are not isolated in these low - achieving schools, their gap in test score results is considerably narrower, according to a Pew Hispanic Center analysis of newly available standardized testing data for public schools in the five states with the largest numbers of ELL students.

We found little evidence that the Choice program increased the test scores of participating students, though our final analysis revealed a positive effect of the program on reading scores when combined with high stakes testing.

The observational analysis controls for demographic and background characteristics as well as students» lagged test scores (for example, the elementary school scores of middle school students).

This study presents evidence on whether NCLB has influenced student achievement based on an analysis of state - level panel data on student test scores from the National Assessment of Educational Progress (NAEP).

Using the NLSLSASD's standardized testing results by subgroup, the analysis illuminates the potential role of school isolation in student test score performance.1

Kane's 2013 analysis, which was presented at the trial (pdf), looked at several years of data as teachers moved between schools and found that Chetty's model could accurately identify ineffective teachers and the impact they had on their students» test scores.

Our main analyses control for students» age, gender, and the average test scores at their middle schools, but we obtain similar results from a simple comparison of lottery winners and losers, as we would expect given the use of the lottery.

The 50 - state analysis found that test scores for both «advanced» and «basic» students rose in nearly three - quarters of assessments studied across states and grade levels, a level of progress only slightly lower than that of students reaching proficiency.

While complete data were not available for any other year, we repeated this analysis with the Class of 2012 using 10th - grade test scores to control for differences in student ability and found, reassuringly, a similar pattern.

These analyses examine how the sizes of the overall effects reported above vary based on the density of nearby charter schools, the quality of the charter school (based on test - score performance and charter operator), and a range of student characteristics.

This is why, in our modeling efforts, we do massive multivariate, longitudinal analyses in order to exploit the covariance structure of student data over grades and subjects to dampen the errors of measurement in individual student test scores.

In addition, statistical analysis of the PALM data revealed that all three components of PALM (classroom - embedded, on - demand, and taking a closer look) contributed significantly to the prediction of students» scores on a norm - referenced reading test.

In a few districts, district and school leaders reported that analysis of trend data by district and / or state assessment specialists had led to the identification of early indicators of students academically at risk, based on test scores or other factors (e.g., family circumstances), in lower grade levels.

In Presidents, Congress, and the Public Schools (Harvard Education Press), my analysis of state and national test results concludes that this policy has failed — no significant increase in student test scores has occurred.

In 2012, a pair of analyses published by Harvard University's Strategic Data Project found that the students of Board - certified teachers in the Los Angeles Unified School District and in Gwinnett County, Georgia, outperformed their peers by approximately two months in math and one month in English Language Arts, based on gains in student test scores.

The Times» analysis usefully illuminates the wide variation in the test scores of students across classrooms and schools.

In our analyses of Florida data, 37 percent of the variation in students» middle school course tracks can be explained by a combination of their prior test scores, race / ethnicity, and family income.

The analysis looked at the first two years of a four - year program, which has multiple steps, including increased teacher development, and an incentive payment scheme in which teachers are paid more when their students do better on standardized test scores.

* Just take a look at Bruce Baker's analysis of the absurdity of judging teachers by their students» test scores.

But last week, the same group of researchers produced a follow - up study on the Florida students, published in the Journal of Policy Analysis and Management, and it showed something startling: the charter students might not have produced higher test scores when they were in school, but years later, when they were in their mid-twenties, the charter school students earned more money, and were more likely to have attended at least two years of college (although still only half of them did so).

A Hechinger Report analysis of school data found that all of the districts have seen at least slight improvement in their overall score from the state on a 300 - point scale, which is based on student test scores.

But the charter chain's sky - high student outcomes have not held up: A 2014 analysis by the California Department of Education found that in the previous five years the number of Rocketship students scoring at the «proficient» level or above on California state tests fell by 30 percentage points in English and 14 percentage points in math.

As Dropout Nation noted last week in its report on teacher evaluations, even the most - rigorous classroom observation approaches are far less accurate in identifying teacher quality than either value - added analysis of test score data or even student surveys such as the Tripod system used by the Bill & Melinda Gates Foundation as part of its Measures of Effective Teaching project.

These charts were derived from analyses by the Center for Educational Testing and Evaluation (CETE) of the Kansas assessment and correlating ACT scores of a group of Grade 10 students in English and math during the 2014 — 15 school year.

Value - added analysis has been called one of the most sophisticated methods available to evaluate teachers using student test scores (Baker et al., 2010).

The Wisconsin State Journal's analysis of districts» test score data includes only students who completed the previous full academic year in a single school.

The analyses show no evidence of any significant or sizeable effect of failing the exam on high school course - taking, achievement, persistence, or graduation for students with test scores near the exit exam passing score.

According to the district analysis of last school year's test scores, 83 percent of students at charter schools are economically disadvantaged and 19 percent are English learners.

Students with poor attendance in the month before taking the 2013 National Assessment of Educational Progress scored significantly lower on the test than their peers who had no absences in that time frame, a new analysis by Attendance Works finds.