Sentences with phrase «as educational scores»

That means that they're not actual FICO scores, but what are known as educational scores.

«It's important to note that the free credit scores available are typically not actual credit scores, but listed as educational scores.

The free online scores a really only meant as an educational score, if you want to know the most accurate scores you need to look at your FICO reports.

Not exact matches

The Small Business Development Center is another government agency that basically does the same thing as SCORE but with paid employees and even more educational classes.

You authorize LinkOffers, Inc. to obtain such information solely to confirm your identity and as long as you are a member of this website, provide you with credit information, a risk score, educational materials, and recommendations for credit or other service options.

Look for a site the offers educational tools such as a credit score simulator plus access to your credit report.

Upstart will also look at factors besides your credit score when approving you — factors such as your educational and work history and the length of your credit history.

In years past, America has ranked as the fourth best country in the world, but as a result of scoring low in «business friendliness, respect for human rights and democracy, and educational quality,» the United States has dropped down to No. 7 this year.

The state's propensity to assign individuals identities through voter registration lists and social security numbers or more generally to reinforce conceptions of individual rights serves as an example; the roles of educational systems (through individualized test scores) and professional careers (organized around cumulative skills attached to the individual's biography) provide further examples.7 This work is important because it shows the dependence of self - constructs on markers in the culture at large: the self is understood not only in terms of internal development but also as a product of external reinforcement.

Breastfed children had higher mean scores on tests of cognitive ability; performed better on standardized tests of reading, mathematics, and scholastic ability; were rated as performing better in reading and mathematics by their class teachers; had higher levels of achievement in school - leaving examinations; and less often left school without educational qualifications.

Model 1 adjusted for covariates in model 0 plus gestational age and birth weight z score.18 Model 2 adjusted for covariates in model 1 plus child race / ethnicity and maternal age, parity, smoking status, depression at 6 months» post partum, and employment and child care at age 6 months, as well as primary language, annual household income, and parental educational level and marital status.

Zumper weighted the factors as follows: The percentage of singles and the educational score each accounted for a quarter of the final grade, restaurants and app accessibility 20 percent each, and the rental price ten percent.

Recognizing the educational challenges represented by children in poverty, who are not fluent in English or have other special needs, the Bloomberg administration — even as it relentlessly encouraged the growth of charter schools — built a citywide methodology designed to look past simple comparisons of average school scores on state tests.

Raising America's average scores on international comparisons is, therefore, not a matter of repairing a broken educational system that performs poorly overall, as many critiques suggest, but rather of improving the performance of the children at the bottom, overwhelmingly from low - income families and racial and ethnic minorities.

The study was carried out by Education Datalab and found that schools in the North East had the highest scores in the country for 2015, on the grounds of «contextual value», which assesses pupils progress in addition to factors such as gender, ethnicity, depravation, special educational needs and whether English is a second or first language.

We address this limitation by focusing on the effect of school spending on such long - run outcomes as educational attainment and earnings rather than on test scores.

Studies of early - childhood and school - age interventions often find long - term impacts on such outcomes as educational attainment, earnings, and criminal activity despite nonexistence or «fade - out» of test - score gains.

Koretz's research focuses on educational assessment and policy, particularly high - stakes testing and its effect on schools, as well as the validity of the score gains.

Hanushek et al. attribute this widening, in part, to states» differing levels of knowledge capital, measured as workers» educational attainment combined with their test - score performance.

The question is whether such exchanges, as well as the practice of having students call out their own scores so the teacher may record them, amount to a violation of a federal law that guarantees the privacy of educational records.

Just occasionally are they less equivocal, as when they observe that aggressive integration policies helped black children during the 1970s, that mounting socioeconomic inequality after the late 1980s contributed to the subsequent widening in the test - score gap, and that inequality in the preschool environment plays an important role in determining later educational outcomes.

The 25 schools scored themselves out of 10 across different factors relating to educational changes, such as pupil behaviour, attitude and participation in extra-curricular activity.

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.

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

While Massachusetts is widely acknowledged to have the best - performing students in the nation, at least as measured by national and international test scores, there are increasing signs that educational progress in the state has stalled.

To be sure, that doesn't stop people from laying blame or using the scores to advance a particular educational agenda (a practice that some education insiders refer to as «misNAEPery»).

In Smith's model, as it was refined over time, curriculum standards serve as the fulcrum for educational reform implemented based on state decisions; state policy elites aim to create excellence in the classroom using an array of policy levers and knobs — all aligned back to the standards — including testing, textbook adoption, teacher preparation, teacher certification and evaluation, teacher training, goals and timetables for school test score improvement, and state accountability based on those goals and timetables.

When the snow falls, test scores also drop,» by Dave Marcotte and Benjamin Hansen This article examines the evidence that expanding instructional time is as effective as other commonly discussed educational interventions intended to boost learning

The disconnect between educational measures and later life outcomes is at least as severe in non-cognitive measures as it is in test scores.

To do this, I ask whether parental income matters more for children's educational outcomes, such as test scores and college completion, in local areas where there is stronger transmission of parental income to children's incomes, as would be expected if the school system were a key link in this transmission.

So much for test scores as the dominant measure of educational success.

Researchers used composite achievement results from the 2012 Programme for International Student Assessment, or PISA, as the performance metric, and weighed those scores against 63 «inputs,» or factors that could influence educational outcomes, such as teaching materials and technology, the quality of school buildings, and teacher training.

Enabling successful schools (according to standards set between the school and the district, probably including but not limited to test scores) to have greater autonomy over core elements such as hiring, curriculum and financial resources will help improve Indy's educational outlook, the report suggested.

An enhanced educational experience could lead to enriched cognitive abilities, as measured by test scores, and higher standards of living, as measured by political and economic freedom indices.

I agree that educational credentials are not the best measures of teacher effectiveness — but the researchers go on to assert that teachers should not be compared to workers with similar educational credentials because teachers do not score as well on the Armed Forces Qualifications Test.

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.

Finland's educational emphasis on critical thinking and creativity as opposed to bubbling in test score sheets is given as a reason for their competitiveness.

Promisingly, researchers have found that it is possible to orient students toward positive learning mindsets through low - cost interventions, including online programs that teach students about growth mindsets and purpose.29 According to Carol Dweck and her colleagues, ``... educational interventions and initiatives that target these psychological factors can have transformative effects on students» experience and achievement in school, improving core academic outcomes such as GPA and test scores months and even years later.»

«Politically, [the drop] is going to be a problem for the common core, but as an educational researcher, it's unfair to say the common core had anything to do with these scores going down,» said Tom Loveless, a nonresident senior fellow at the Brookings Institution who researches trends in achievement tests.

Moreover, comparing such end - of - year scores does not take into account how students in one academic year differ in their educational preparation, as a group, from students in another academic year.

Along with other national testing experts, FairTest advises policy makers and educational practitioners that using standardized test scores alone as the basis for describing school performance or improvement is both unreliable and unfair.

Setting scoring levels such as «minimum competency,» «grade level achievement,» and «world - class» should be based on educational principles.

Those with fewer computers were seeing larger educational gains, as measured by PISA test score changes between 2009 and 2012.

The MTA opposes any use of standardized tests when scores are: used as criteria for the reduction or withholding of any educational funding;

Secretary DeVos is right when she says that American state schools appear to have grown accustomed to being in receive mode, waiting for orders from on high as to what they are to do next; while independent schools continue to enjoy their autonomy and capacity for innovation, which was once a rationale for the charter sector as well, but that sector has lost its vitality since philanthropists suborned leading educational entrepreneurs into specializing in test prep, so impatient did they become to see the effects of their spending reflected in national test score reports, an improvement that has not been forthcoming.

«In our view, average test scores are more appropriately thought of as measures of opportunity — they reflect the sum total of educational opportunities that children have had,» wrote Reardon in a follow - up email.

The Advocate Guest column: School choice data doesn't reflect classroom reality As school choice continues to gain support, we must broaden the conversation about effectiveness to include more than scores, and we must seek access to more data that can help us determine not just how students are performing in math and reading, but what effect expanding educational options has on them beyond graduation.

He wrote, «When test scores become the goal of the teaching process, they both lose their value as indicators of educational status and distort the educational process in undesirable ways.»

The Woodcock Johnson Test of Student Achievement, the Peabody Individual Achievement Test and the KeyMath 3 Diagnostic Assessment are a few of the tests designed to be administered in individual sessions, and provide grade equivalent, standardized and age equivalent scores as well as diagnostic information that is helpful when preparing to design an IEP and an educational program.

A new «equity score card» would provide school - level information to parents on a school's climate; educational opportunity offerings (such as AP, full - day kindergarten, or gifted programming); the number of assessments required; and the school's funding by source (state, local, and federal).