Sentences with phrase «average test scores do»

Importantly, we also found that average test scores do not change dramatically across a relatively large range of reported sleep hours.

These data make clear that average test scores do a poor job of identifying the schools that contribute the least to students» learning.

Not exact matches

«Don't judge a school by its average test scores or its socioeconomic or racial / ethnic composition.

I haven't got the test but i believe I ll score higher than average and I completely agree that education is the key, unfortunately arogance does not coincide with knowledge.

A recent religious test showed that agnostics and atheists scored much higher on knowledge of the Bible than Christians did and had more education on average.

The study showed that the states that spent the most did not have the highest average ACT test scores, nor did they have the highest average graduation rates.

The average person today scores 30 points higher on IQ tests than his or her grandparents did.

The small increase in the high - dose group did not translate into beneficial effects because authors found no difference between the three study groups for changes in spine, average total - hip, average femoral neck or total - body bone mineral density, trabecular bone score, muscle mass or sit - to - stand tests.

That is, there are no benchmark statistics against which to measure employees, so we don't know whether the score on a test is above or below or about average.

In addition to a significant jump in math test scores, students receiving tutoring and mentoring failed two fewer courses per year on average than students who did not participate, and their likelihood of being «on track» for graduation rose by nearly one - half.

The results confirmed that women on average do indeed score better on this test.

Those who do talk and drive regularly, however, scored worse on the tests, even though most described themselves as having above average multitasking skills.

If the same approach is applied to the STAR sample to adjust for the fact that some students did not enroll in the class they were assigned to - and a comparable sample of low - income black students is used - the gains in test scores after two years of attending a small class (average of 16 students) as opposed to a regular - size class (average of 23 students) is 9.1 national percentile ranks in reading and 9.8 ranks in math.

Though we do not have data on every aspect of teachers» working conditions, we do know certain characteristics of their students that many believe affect the teaching conditions at a school: the percentage of low - income students at the school (as estimated by the percentage eligible for a subsidized lunch), the shares of students who are African - American or Hispanic, average student test scores, and class sizes.

Both groups of schools saw an increase in the average math and reading scores during the first two years of the bonus program; treatment - group schools, however, did not experience a statistically significant improvement in average test scores relative to the schools in the control group.

Not only do the lottery students have higher test scores than students at the eligibility cutoff, but their test scores exceed those of the average G&T student in the district.

(Almost all the African - American students came from schools with average test scores below the district mean; the few that did not had almost identical average impacts, but the number of available observations was too small to recover precise estimates.)

One of the basic critiques of using test scores for accountability purposes has always been that simple averages, except in rare circumstances, don't tell us much about the quality of a given school or teacher.

Instead of using proficiency rates to gauge achievement, Colorado will take an average of students» test scores, which sounds simple (like blocking and tackling) because it is simple — assuming you do it.

While the SAT scores of the average standard test - taker there did not change much in 2004, those given special accommodations jumped.

However, a poorly designed scheme, which ignores the statistical properties of schools» average test scores, may do more harm than good.

The evidence from South Carolina shows that voters do at least sometimes evaluate school board members on the basis of student learning trends as measured by average school test scores.

At northern Virginia's celebrated Thomas Jefferson High School for Science and Technology, students take an average of seven AP tests and do extremely well, earning scores of 3 or better on a mind - blowing 98 percent of the 3,357 AP exams that they sat for in 2010.

At northern Virginia's celebrated Thomas Jefferson High School for Science and Technology, for example, students take an average of seven AP tests — four are all but universal — and do extremely well, earning scores of 3 or better on a mind - blowing 98 percent of the 3,357 AP exams that they sat for in 2010.

Because of the way tracking was done (splitting the grade into two classes at the median baseline test score), the two students closest to the median within each school were assigned to classes where the average prior achievement of their classmates was very different.

Many studies in many states have shown that charter schools do little, on average, to improve student test scores.

Researchers found that students of low - performing teachers who'd been randomly selected to join a partnership scored 12 points higher, on average, on standardized tests than students of low - performing teachers who didn't join a partnership.

Although the vast majority of programs are practically indistinguishable, there are exceptions — at most one or two per state, our results suggest — that really do produce teachers whose average impacts on test scores are significantly better than average.

Demographic - adjusted average test scores also do a worse job at identifying schools where students learn the least, with the average growth rates of bottom - 15 % schools based on this metric closer to that of the average score measure than the growth - based measure.

With low scores out of the application pool, the average test score — also important in a university's ranking — goes up, as does the school's rank.

(In the current study, charter school applicants do in fact have higher than average test scores even before they enroll.

In just two years, Green Dot has improved test scores and achieved impressive gains in leading indicators, and has done so with less funding per student than the Los Angeles Unified School District and the national average.

In «The End of Average» Todd Rose argues the metrics we use to assess success — test scores, performance reviews, and grades — are antiquated and doing more harm than good.»

Additionally, HGSE does not average test scores — we look at each set of scores separately.

Even though, on average, English teachers don't increase English language arts test scores as much as math teachers increase math scores, English teachers have as strong an effect on students» later lives.

The research design does not benefit from the random variation used in our earlier analysis, so we can not rule out the possibility that the students who enrolled in Noble network schools, despite their below - average test scores, would have been more likely to attend college anyway.

We found that, holding constant the child's grade level, 3rd - grade test scores, and the average 3rd - grade test score in the child's class, parents spend more time helping the child with the tougher teacher with homework than they do helping the sibling with the easier teacher.

Students don't simply receive an average score on a math test; instead, they receive discrete scores on each competency that a given test is assessing.

Students in Shanghai, a region in China that now leads the world in PISA test scores, do a whopping 14 hours of homework a week, on average.

But we see similar patterns in charter schools too: a number of studies have shown that charter school students have a higher chance of high school graduation or college enrollment even when their test scores do not differ on average from their traditional public school counterparts.

On average, Finnish students do only about three hours of homework a week, yet in 2012 they scored sixth highest in the world in reading and 12th highest in math on the OECD's international test, known as PISA or Programme for International Student Assessment.

And the test scores included in the evaluation will be averages, not individual test scores; the state's reform - minded education commissioner, Terry Holliday, has said he doesn't believe that teachers should be evaluated based on test results.

We don't know if these are places to hide certain students who will bring IPS test score averages down, graduation rates down, attendance rates down.

She doesn't directly say these schools push out these children, but charter critics have frequently said that many charter schools — especially the high - profile «no - excuses» charters — counsel out students who are disciplinary problems or who might drag down their school's average standardized test scores.

That doesn't mean test scores are great — they're below average when they're compared to the state as a whole.

Results can be compared to a national average, but the test doesn't set attainment benchmarks for an optimal score.

To do so, this method first projects what students» standardized test scores should be at the end of a school year with an «average» teacher.

Given the small number of Virginia's Hispanic test takers, NCES does not regard recent year - to - year changes in the average scores and proficiency levels of these students as statistically significant.

The inclusion of larger percentages of students with disabilities and limited English proficient students in the 2009 Virginia testing samples did not significantly impact achievement as average scores, and proficiency levels for the commonwealth's fourth and eighth graders were similar to 2007.

Standardized test scores also track with the district average even though the students could be expected to do worse, given the fact that 86 percent are considered «high risk» because they are economically disadvantaged, an English learner and / or a student with disabilities.