Sentences with phrase «as poor test scores»

According to a study by public school education news site, School News Network (SNN), socioeconomic status affects academic achievement; that is, poor students get just as poor test scores.

Not exact matches

The evaluation system pushed by Cuomo as part of this 2010 re-election campaign devotes half of a teacher's evaluation on their students» performance on standardized test scores that teacher unions argue is a poor measure of a teacher's ability.

«In contrast, students with poor grades and test scores suffered from a decline in positive emotions and an increase in negative emotions, such as math anxiety and math boredom.

Poor B12 status as a baby was associated with a decrease in test scores at 5 years of age, reports researcher Ingrid Kvestad at Uni Research in Bergen, Norway and colleagues in a new study.

Because test scores will be used to penalize low - scoring schools, they will act as high - stakes tests for teachers and administrators especially in schools serving high proportions of poor and minority students.

Tough presents particularly compelling narratives about the progress of one Promise Academy elementary school and the middle school, the former achieving dramatic increases in test scores, and the latter temporarily closing its doors to new students as a result of poor (albeit improving) performance.

When we see low test score performance we are often misdiagnosing the problem as poor content instruction when it may in fact be insufficient development of student character skills.

Chicago — Mastery learning has proved its worth as a method of teaching reading, especially to students whose proficiency is below average, but educators who use the sometimes - controversial method should not regard it as a «quick fix» for poor basic - skills test scores.

For example, dissatisfaction with performance in a charter middle school that is not captured by test scores (such as discipline issues or a poor fit between the student's interests or ability and the curriculum being offered) could lead parents to choose to send their child to a traditional public high school.

Just as we found no evidence in the 2002 and 2004 elections that a large block of voters held incumbents accountable for poor test scores, we failed to find any indication that incumbents in 2002 and 2004 based their decisions about running for reelection on student learning trends.

While the choice sector as a whole looks pretty good on test scores and other measures, the averages mask poor performance from a significant minority of choice and charter schools.

Output - driven reform not only damaged poor children of color by treating them as test scores, it has undermined liberals and Democrats who seek a larger agenda of equity and justice.

There are therefore several things to think about as we further explore the AEI study: long term outcomes do indeed matter a lot, especially for poor kids; if large test - score gains don't eventually translate into improved long term outcomes, it is a legitimate cause for concern; and we must stay open to the possibility that some programs could help kids immensely over the long haul, even if they don't immediately improve student achievement.

This year CPS has changed it up a bit by crying poor and «underutilized» using a bunch of data (100,000 «lost» city children, 50 % empty schools) that is just as fishy as the test scores.

That number is small compared to the Atlanta and Philadelphia scandals, yet with more state policies — like teacher evaluations, merit pay, and takeovers of schools with poor ISTEP + scores — riding on students» scores on state tests, state officials, education experts, and parents told StateImpact Indiana they see these pressures to get results as incentives for teachers who can't hack it to bend the rules on state tests.

As we wrote Monday, Democrat Glenda Ritz earned the support of another newspaper over the weekend: The Fort Wayne Journal Gazette «s editorial board endorsed her in their Sunday opinion pages, criticizing Bennett's push for more school choice and broadened state powers to intervene in schools with chronically - poor test scores.

But can money follow students even if they choose to go to a district, such as IPS, that's been sanctioned for poor test scores in some of its schools?

These schools generally enroll students from very poor families, have hard - working but dispirited teachers, have safety problems, and as a result, have had unacceptably low test scores and graduation rates for years.

He credits low enrollment, along with poor test scores, as the reason for closing Animo Justice.

I've also be clear that I believe the reason the test scores are higher is that not only are classrooms sizes small etc. etc. but that AF and other charters are pulling those students that are less poor, speak primarily English, do not go home to households that don't have English as their primary language and have fewer special education needs.

These societal factors explain poor performance much more (i.e., more variance explained) than any school - level, and as pertinent to this blog, teacher - level factor (e.g., teacher quality as measured by large - scale standardized test scores).

However, if the NAEP results are accurate, it is not true that poor children are now at least getting the basics: the score increases on state (or local, as in Chicago) tests simply indicates that somewhat different particular things are taught, but overall NAEP results show there usually is no improvement in states which test the most and use tests for high - stakes decisions about students.

Linda Darling - Hammond and colleagues have cautioned that statistical models can not fully adjust for teachers who have a disproportionate number of students with greater challenges, or whose scores on traditional tests may not accurately reflect their learning, such as special education students; English language learners; and those affected by poor attendance, homelessness, or severe problems at home.

A recent study of urban, suburban, and rural schools in four states found that smaller schools helped close the achievement gap — as measured by test scores — between students from poor communities and students from more affluent ones.

As recent national test scores show, while California claims to be a progressive beacon on the hill, it's leaving its Black, Brown, and poor students at the base of the mountain.

The data, part of the benchmark test known as the National Assessment of Educational Progress, show that New York City fourth graders have made progress in closing the gap between their scores and the state and national results in reading, despite the higher percentages of poor and minority students in the city.

Are you going to remain silent now, as they get ready to fire you because your test scores are not as high as someone wants them to be for your poor kids and your English language learners?

Schools producing poor test scores will almost inevitably incur harsh criticism from parents as well as policy makers and educators.

Should they renew a school that has poor test scores, or that the state rates as «unacceptable?»

Sadly, so many big names in our society give credence to the test - score abuses levied on our nation's poorest children as they blindly pursue the pretty words associated to a deregulated (and so very lucrative) school reform.

Class Warfare is built around the idea of children, particularly poor children, as test - score - producing machines, with little to no attention paid to other aspects of their personalities or lives.

As in other cities, students in DC — especially poor, minority students — were graduating from high school without the skills they needed to enroll in college courses or embark on career training, even if they'd scored proficient on the tests.

As a condition of basic funding, they demand concrete results, like standardized test scores, that are often irrelevant to important educational and life outcomes; and that often force schools to deprive poor children of the types of learning that are most important in life.

[The CSDE FAQ sheet indicates that, in Connecticut, only Yale requires the SAT optional essay, while leaving unsaid the fact that many colleges and universities (like Wesleyan, Connecticut College, and others) no longer require any SAT test scores at all because their college admissions» officers have found such scores as a poor indicator of college success.]

The new program will designate 94 of the city's most troubled schools, including the Coalition School, as Renewal Schools based on a list of criteria including low four - year graduation rates for high schools and poor test scores for middle and elementary schools.

The low test scores and poor conditions in Detroit schools are often cited as the largest roadblock to the city's recovery.

The Desert Trails student body is overwhelmingly poor: Of the 400 students whose test scores were included in the 2012 API score, every one of them was categorized as «socioeconomically disadvantaged» by the state.

Title I is now considered by many as just another pot of funds for poor schools to raise test scores under NCLB.

It's no coincidence that the schools in our poorest communities in Chicago have been labeled as failures based on test scores, and are the main targets for closure and privatization by charters or privately - run turnaround agencies.

Meaning that poor performers who have made substantial improvements to their test scores are classed in the same group as high performers who have not see dramatic improvements.

Charters currently educate more than 600,000 students at 3,000 of the nation's 88,000 public schools; they have grown tremendously over the past decade and appear likely to grow even more as No Child Left Behind identifies thousands of schools across the country for possible closure because of poor test scores.

As a result, schools have been turned into testing factories and thousands of low - scoring public schools that serve the poorest students have been closed and replaced by corporate charter schools that, on average, perform no better than the underfunded schools they replace.

The Insurance Institute for Highway Safety awarded the Focus a Top Safety Pick rating, as it scored good (out of a possible poor, marginal, acceptable and good) in all crash tests except the small overlap front test, in which it scored acceptable.

The Colorado boasts and overall NHTSA safety rating of 4 stars, and scored Good in the moderate front overlap test, though the headlights are rated poor and front crash prevention as basic.

In the full - width rigid barrier test, protection of the head, neck and chest of the rear passenger dummy was rated as poor and no points were scored for this dummy.

The IIHS, which compiles its own crash test data and rates each car on a scale from GOOD to POOR, puts together its Top Safety Picks by picking the cars that scored highest for protecting occupants from frontal, side and rear impacts, as well offering electronic stability control as either standard or optional equipment.

Knowing a little about Faulkner's writing, I surmised that the WritersDiet Test would give him a poor score, so I ran the test on a few passages from As I Lay DyTest would give him a poor score, so I ran the test on a few passages from As I Lay Dytest on a few passages from As I Lay Dying.

Educators and schools face increasing media attention and public scrutiny due to a range of issues, from poor student test scores to financial woes, so your resume must present you as an indispensable asset to your prospective school community.

Subgroup analyses: We will examine whether there is evidence that the intervention effect is modified for subgroups within the trial participants using tests of interaction between intervention and child and family factors as follows: parity (first - born vs other), antenatal risks (2 vs 3 or more risk factors at screening), maternal mental health at baseline (high vs low score) 18, 62, 63 and self - efficacy at baseline (poor vs normal mastery) 35 using the regression models described above with additional terms for interaction between subgroup and trial arm.