Sentences with phrase «analyzing test score data»

As part of the innovateNJ community of school districts that shares best practices, Springfield Public Schools spent last year analyzing test score data over a four - year period to see which students struggled and what types of questions they had trouble with, said Sharon Nagy - Johnson, director of instructional technology.

Not exact matches

Before the randomized food challenge, researchers collected blood from all patients and analyzed the results, which showed a strong correlation between BAT testing data and food challenge severity scores.

Two recent experimental evaluations of the Louisiana Scholarship Program found negative effects of the program on student test scores but one study was limited to just a single year of outcome data and the second one (which I am leading) has only analyzed two years of outcome data so far.

We went back to our data and analyzed the effect of these cohort size differences on test scores.

Teachers discuss and analyze student data such as test scores and achievement gaps, identifying areas in which students» needs aren't being adequately met and redesigning the curricula to meet those needs.

Data on state math and reading test scores for all Florida students attending public schools in grades 3 to 10 from the 2000 - 01 through 2008 - 09 years were analyzed.

We analyzed test - score data and election results from 499 races over three election cycles in South Carolina to study whether voters punish and reward incumbent school board members on the basis of changes in student learning, as measured by standardized tests, in district schools.

Kane and Staiger have analyzed the statistical properties of value - added and cross-cohort changes in test scores, using data from North Carolina (see Figure 1).

Using a large data set provided by the New York City Department of Education (NYC DOE), we analyzed student test scores as well as information about the students, their teachers, classrooms, and schools.

Based on test score data covering seven years, The Times analyzed the effects of more than 6,000 elementary school teachers on their students» learning.

When, however, my colleagues and I analyzed longitudinal data that adjusted for the grades and test scores of students in 8th grade, we found that students at schools with minimum - competency exams with C - grades in 8th grade, while not more likely to drop out, were about 7 percentage points less likely to get a high - school diploma or a General Education Diploma (GED) within six years.

The report analyzes data from a survey of school libraries, district performance reports, case studies and test scores.

In order for screening scores to be helpful in predicting which students are likely to pass an upcoming state assessment, the screening data must be analyzed in relation to the scores the same students obtained on their state test.

Using criteria from the National Center for Response to Intervention (NCRTI), the analyzed data indicated that 62 % of the scores were convincing evidence of predicting the state test score.

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.

Teachers must analyze baseline test data on students (prior year tests, pretests) and set «targets» for pre-to-posttest gains in scores, on an approved district - wide test, for each student and subgroups.

The Education Nation Scorecard for Schools Web site offers some helpful tools that allow you to easily analyze school and district test score data.

The report by Alan B. Krueger, a professor of economics and public policy, analyzed data presented last year by Harvard University Professor of Government Paul E. Peterson that found black students in the voucher schools scoring 5.5 points higher on standardized tests than their counterparts in public schools.

Besides a score, which gives quantitative data about how much of the material tested a students has mastered, information about student misconceptions can be determined by analyzing which distractors they chose and why.

* Revamp teacher evaluations to include several new categories, including the addition of several years worth of student test score data analyzed to show whether a teacher is effective.

This view also relies on far more than test score data to analyze the contributions of school - based factors to student outcomes.

In analyzing these results, as well as other survey data, the nonprofit Center for American Progress (CAP) determined that teachers are more likely to support programs that rely on a variety of measures of teacher performance, rather than those that rely on only one measure (such as test scores).

From here, develop a plan for how you can continue to analyze multiple data sources (including test scores, attendance records, student work, and student observation) to confirm or refute your inferences about possible causes.

Analyzed data from summative and formative assessments to identify students» needs to facilitate an after - school program to advance standardized test scores and support struggling students

She analyzed data on four variables for the children: reading and math test scores; a measure of behavioral problems; and a measure of home environment, which looked at levels of cognitive stimulation and emotional support.

Nancy Marshall, Ed.D. received funding from Associated Early Care and Education to score, review, analyze, and report on the Peabody Picture Vocabulary Test (PVT) and Phonological Awareness Literacy Screening (PALS) data for the children in family child care homes.